100. Introduction to Afroamerican Studies. (4). (SS).
This course provides an interdisciplinary overview and introduction to the field of Afroamerican Studies. Historical, socio-economic, political, literary, and cultural analysis will be examined in the light of the most recent research on the Afro-American experience. Specifically, the course intends to: (1) introduce students to interdisciplinary aspects of Afroamerican Studies; (2) examine the salient issues, debates and critiques in field; (3) acquaint students with the research interests of CAAS faculty and associates. The course has two weekly lectures and discussion sections which will be supplied by quest lecturers, colloquia, and films. (Francille Wilson)
331. The World of the Black Child. (3). (SS).
This course has two objectives: They are, first, to introduce key areas of research and theory related to the socialization of African-American children, and second, to facilitate critical thinking regarding this body of research and theory. The course will focus on cultural and situational forces which affect the lives of Black lower- and middle-income children in the United States. In order to highlight the factors which contribute to the universe of the African-American child a section of the course will look at the lives of specific individuals, through their personal accounts, and will compare the converging and diverging features of socialization with the African children. Topics to be discussed will include: (1) family, peer, and community socialization; (2) the development of a sense of self; (3) professional counsel on the rearing of African-American children; (4) school and other socio-structural factors, including the welfare system; (5) play and cognitive development; and, (6) language development. Students are required to complete two in-class examinations, a midterm and a final. These examinations will be a combination of short answer and essay. Exams will count equally toward the final grade. In addition, students will be expected to be prepared to discuss the reading material assigned for each class session. (McLoyd)
338/English 320. Literature in Afro-American Culture. (3). (HU).
In the year 1703, the story of one Adam, "servant of John Saffin, Esquire" was published, marking the birth of a new literary genre in America: the slave narrative. This course will focus primarily on the slave narratives written between the years 1830-1860, that much celebrated period in American literary history known as the American Renaissance. We will begin with The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African and end with the Narrative of the Life of Frederick Douglas, an American Slave. Linda: Incidents in the Life of a Slave Girl, Written by Herself, one of the few slave narratives of its kind told by a woman, will give us an opportunity to examine the implications of gender in relation to the slave narrative. Two novels - -Harriet Beecher Stowe's Uncle Tom's Cabin and William Wells Brown's Clotel; or The President's Daughter: A Narrative of Slave Life in the United States – will give us an opportunity to examine the influence of slave narratives on slave novels written during this period. Other issues we will discuss are: African retentions, European influences, and the effect of slave experiences outside the United States. Two papers (one long, one short) and class participation will be required. (Nicholas)
351/Pol. Sci. 359. The Struggle for Southern Africa. Lectures: 2 credits; lectures and discussion: 4 credits. (SS).
This course will examine the social, economic and political problems of development within the region. The colonial history and independence movements will be reviewed to gain a better understanding of contemporary circumstances. A thorough consideration of the transition from liberation movement to becoming the national government will be made. The implication of resource planning, manpower development, physical location and international relationships will be explored in the context of the region's future. The potential for greater regional political and economic cooperation will also be considered. Students will be expected to actively participate by focusing upon one country within the region and developing a through knowledge of its history and contemporary problems for presentation to the class. A film series examining the problems of liberation, national development and the role of women will also be an integral part of this course. (Kamara)
360. Afroamerican Art. (3). (HU).
This accelerated course provides an interdisciplinary overview and an introduction to the area of culture and art, and their influences on society. Students will look at the visual arts, music, dance, theatre, literature, television and education. Historical, philosophical, religious, aesthetic and ideological perspectives are considered as we wrestle with the nation of the Afroamerican cultural reality. This course tends to: (a) introduce students to a primary body of knowledge reflective of a fundamental basis of thought capable of establishing an overview of West African cultures and their relationships to Afro-American culture; (b) develop reference on a broad level for an Afrocentric aesthetic and point of view; (c) encourage greater insight and exploration into the arts of African and Afro-American people and the spirits and realities that motivate the "arts"; (d) create a living vehicle capable of a broader understanding and resolution of problematic cultural pattern levels which disturb, confuse, and cancerize our historic and our contemporary lives. The course has two weekly lecture/discussion with weekly readings, video, audio tapes, and slides. Readings include David Walkers' Appeals, Frederick Douglas, Charles Chestnut, Richard Wright, Margaret Walker, Romare Beardon, Maya Angelou, and Dr. Martin Luther King. Video and audio tapes include The History of the Black Athlete, Imamu Baraka (Leroi Jones), Kwame Toure (Stokely Carmichael), Maulana Ron Karenga, Fannie Lou Hamer, Harry Belafonte and Elma Lewis, Bing Davis, Robert Stull, Jon Lockard and Allan Crite. Courses requirements include three short papers (3-5 pages each), an analytical overview from a video presentation, guest lecturer or audio presentation (5 pages), and an in-class final group presentation. This course is designed to be "communal/interactive/intensive/informative/spiritual", creating countless opportunities for students to involve themselves, strengthen their skills, and establish a clearer concept of identity, purpose, and direction. Students must be prepared for discussion and interaction. (Lockard)
403. Education and Development in Africa. (3). (SS).
This course is designed to serve the needs of students who plan to engage in international-related activities as well as those who may desire to gain basic understanding into the forces and dynamics of education in the processes of cultural and socioeconomic transformation in one of the major developing regions of the world, i.e. Africa Education operates within the existing political, religious and social institutions and values. It also has a profound impact on those institutions' conventions and values. The question is whether the direction and magnitude of the interactions can be controlled and guided in order to optimize social development. The lecture-discussion method is used. Students will be encouraged to read widely into the relevant literature. No prerequisite is required. Evaluation consists of class participation and periodical written tests. (Wagaw)
404/Hist. Art 404. The Art of Africa. (3). (HU),
See History of Art 404. (Maurer)
410. Supervised Reading and Research. Permission of instructor. (1-6). (Excl). (INDEPENDENT). May be repeated for credit with permission.
Arrangements may be made for adequately prepared students to undertake individual study under the direction of a departmental staff member. Students are provided with the proper section number by the staff member with whom the work has been arranged.
426. Urban Redevelopment and Social Justice. (3). (SS).
Urban Redevelopment and Social Justice – Can We Have Both? A Seminar for
Future Professionals.
Taught from the perspective of a registered architect, this course is organized
around topical issues of design, professionalism, and equity in urban resources
development. Intended primarily for students with non-architectural backgrounds, the course seeks to provide a spirited exploration of the explicit (and subtle) connections between people, land and power in our cities and the
specific affects of these linkages upon contemporary urban rebuilding. In the main, our explorations are aimed at providing a broadened philosophical
understanding of the "Who?" and "Why?" of contemporary
urban redevelopment policies – particularly as such policies impact on the
emerging "central city." As a class we will meet once each week
for three hours. A seminar format will be followed, combining formal and informal lectures, color slide presentations, selected case studies, selected
readings and a series of student-generated workshops. Throughout all discussion, there will be continuing class focus on the necessity for our making critical
distinction between "effecting" (carrying out) and "affecting"
(influencing the formation of) various environmental policy. Continued active
class participation and the preparation of a ten minute audio cassette tape
for presentation near the end of the term are basic course requirements.
(Tape productions are intended as an opportunity for sharpening 'ethical
sensibilities' and as an opportunity for each of us to clarify our own personal
convictions about people and designed environments.) In addition to lectures
and audio-visual presentations, ongoing class dialogue will be augmented
periodically with urban field trips and invited guests. Enrollment limited
to 35 students. (Chaffers)
444/Anthro. 414. Introduction to Caribbean Societies and Cultures I. Junior standing. (3). (SS).
See Anthropology 414. (Owusu)
447(536)/Hist. 447. Africa in the Nineteenth Century. (4). (SS).
The purpose of this course is to convey an understanding of 19th century Africa through an exploration of the great historical movements that shaped developments in the nineteenth century. The major issues to be covered by the lectures include: (1) Empire and state-building; (2) the dimensions of slavery and the slave trade; (3) the social, economic, military, religious and political revolutions that characterize the century; (4) Imperialism, the conquest of Africa, and their impact; (5) Socio-economic-cultural life; (6) African warfare. These will be explored through lectures, class discussion and written assignments. (Uzoigwe)
450 Black Communities and Legal Rights. (3). (SS).
Law is a central factor in Black history, defining the status and prospects of Blacks, occupying a key role in programmatic debate and activity and reflecting dominant historical trends. This course, in examining the nexus between law, race and social order, uses law as a medium to interpret the forces that shape the Black past and present. One objective is to assist students in gaining knowledge of targeted areas of law i.e., the slaves of slavery, the slave trade, and quasi-freedom in the antebellum United States; the constitutional and legislative legacy of reconstruction; contemporary legal trends in education, voting, and employment; considerations of immigration, refuge and international law; the impact of shifting concepts of federalism on race-related legal issues; and comparative perspectives on legal developments in the African diaspora. A second aim is to aid students in refining techniques of theme identification, thesis-building and comparative analysis. The course considers several themes, e.g. multiple causation in the formulation of law; the political economy of legal development; the role of ideology in shaping the legal and public policy terrain; and thematic comparisons in diasporic legal history. Bell, Race, Racism, American Law; Civil Rights Leading Cases. Two tests, final, book analysis. (Woods)
452. Education of the Black Child. (2). (SS).
The course is designed to make it possible for students to engage in the examination and analysis of the public education philosophies, laws, and practices as related to the education of the Black children in the past and at present. It considers the theoretical frameworks of growth, development and learning of children in different settings and at different life space on the one hand – and the existing structural, socio-political and psychological conditions of the public school systems on the other – and attempts to find ways and means of relating the objectives and philosophies of the schools to the needs of Black child. The course may be taken to fulfill requirements for cross cultural studies by the School of Education or units of LS&A, etc. No prerequisite required. The lecture-discussion method is used. Evaluation consists of brief presentation in class on a researched topic, participation in class, discussions, and end of term written examination. (Wagaw)
456/Pol. Sci. 409. Comparative Black Political Thought. Two courses in political science or permission of instructor. (4). (SS).
See Political Science 409. (Mazrui)
458. Topics in Black World Studies. (3). (SS).
Section 001 – Politics and Letters: That Which the Soul Lives By. There
is an interesting moment at the beginning of Zora Neale Hurston's Mules
and Men. In it, the folklorist and novelist outlines the process whereby
her book and her self-awareness were simultaneously created: "I was
glad when someone told me, 'You go and collect Negro folk-lore.' In a way
it would not be a new experience for me. When I pitched headforemost into the world I landed in the crib of negroism...But it was fitting me like
a tight chemise. I couldn't see it for wearing it. It was only when I was
off in college, away from my native surroundings, that I could see myself
like somebody else and stand off and look at my garment. Then I had to have the spy-glass of Anthropology to look through at that." It is this
process that will be the focus of our concern this semester. Using the lives, times, and works of Zora Hurston, Jomo Kenyatta, and Frantz Fanon; we will
explore the means by which voyages of discovery become devices of self-definition;
we will consider the paradox of identity as that which yet remains to be
created. Our thought will include the ways in which these authors were both
shaped by and were shapers of their historical moments – moments which also
contained particular realizations of Black identity. Core readings will
include Mules and Men, Facing Mt. Kenya, Black Skin White
Masks. Other works such as Rosengarten's All God's Dangers, the Life
of Nate Shaw, and Huggins' Harlem Renaissance, will provide insight
into the times in which our authors lived, while still other works such
as Culler's On Deconstruction, Gate's "The Blackness of Blackness:
A Critique of the Sign and the Signifying Monkey", and Said's Orientalism
will provide our theoretical spy-glasses. Evaluation will be based upon
class participation and two written assignments. (Roberts)
476/Engl. 478. Contemporary Afroamerican Literature. Permission of instructor. (3). (HU).
This is a course in contemporary Afro-American fiction. We will read four early works for background and connections: Frederick Douglass' Narrative of the Life of, Zora Neale Hurston's Their Eyes Were Watching God, Jane Toomer's Cane, and Richard Wright's Native Son. Contemporary writers will include: Ralph Ellison, Amiri Baraka (Leroi Jones), Ernest J. Gaines, Alice Walker, and Toni Morrison. There will be several exams and a final paper. (G. Jones)
479/Pol. Sci. 479. International Relations of Africa. (4). (SS).
See Political Science 479. (Mazrui)
Courses in American Culture (Division 315)
Unless otherwise stated, the permission required for the repetition for credit of specially designated courses is that of the student's concentration or B.G.S. adviser.
201. American Values. (4). (HU).
From the European discovery of America to the present, it has been assumed that America was a special land, a land anointed by God, chosen as the New Jerusalem, the landscape in which the millennium would occur. From John Winthrop to Ronald Reagan, America has been envisioned "as a city upon the hill," a beacon shining forth for the rest of the world. When that light has dimmed, Americans have denounced their land in a peculiar way, mourning its declension. And then they have written of what America is supposed to be, and of how a person is properly to become an American. They have undertaken their inquiry into values, proposing, often in the form of utopian visions, a reconstruction of their nation, a return to inherent values. This course will examine a few of these visions. Such visions have changed across time, but a core of values has remained as Americans have continued to celebrate, discuss, lament, and recreate America in an ongoing obsession with the meaning of their land, values such as pastoralism, agrarianism, the work ethic, efficiency, the American as Adam, the frontier, pragmatism, anti-intellectualism, the melting pot, the self-made man, and, more recently, the self-made woman, or the belief that if the American only works hard enough, believes enough, he or she can succeed, that from out of the rubble one can emerge to conquer. In all, the course will consider the machine, the garden, the Republic, and the belief that the Republic and the landscape can survive the machine, that no matter how complex the technology, a Han Solo will drive his spacecraft across light warps as singularly as a teenager his hot rod, that individualism, in other words, will still count in America, that one man, in the name of the Republic, can still destroy the Death Star. A midterm and final examination will be required, along with a 5-7 page paper.
240/Women's Studies 240. Introduction to Women's Studies. Open to all undergraduates. (4). (HU).
See Women's Studies 240. (Stevens)
430/Women's Studies 430. Theories of Feminism. Any of Women's Studies 341-345; or permission of instructor. (4). (HU).
See Women's Studies 430. (Howard)
490. History of the American Film. Junior standing. (3-4). (HU). Laboratory fee (approximately $20.00).
The western, the detective/crime film, the musical, the screwball comedy, the science fiction film, etc., form a background against which we measure and understand contemporary American cinema. These film genres each have their particular conventions – presenting certain kinds of characters and plots; utilizing particular camera styles, mise-en-scène, and acting; and addressing themselves to particular issues and conflicts. As these genres evolve, old patterns are given new twists, surprising the viewer with unexpected departures from the norm and turning the genre toward consideration of new social and cultural problems. We will examine four characteristic American film genres. A weekly film screening will be accompanied by two hours of lectures and one hour of discussion. Three films in each genre will be studied, ranging in period from the 1930's to the 1970's, thus allowing us to analyze changes within the genre, and the aesthetic as well as the socio-political implications of these changes. Short units on the documentary and the avant-garde film may be included. Students will be evaluated on the basis of four short papers, one longer paper and their participation in discussion. Required texts vary in accordance with the genres chosen for study. (Eagle)
496. Historical Approaches to American Culture. (3). (SS). May be repeated for credit with permission.
In Fall Term, 1984, this course is jointly offered with Music History and Musicology 450. See MHM 450 for description. (Crawford)
498. Literary Approaches to American Culture. (3). (HU). May be
repeated for credit with permission.
Native American Literature. What makes Indian literature literature
(and not Anthropology or History)? What makes Indian literature Indian?
Can the vocabulary of traditional literary criticism account for the unique
content and form of Indian literature? These are some of the questions we
will grapple with in this course. To begin with, "Indian" is a
socio-political term more than it is a cultural term; the native peoples
of the North American continent are culturally diverse and can only be referred
to as "Indian" in the context of Indian/White relations. We will
need, therefore, to review U.S. Government policy toward Indians as part
of our background in studying Indian literature(s). Essentially a survey, the course is designed to give the student an overview of the wealth of
literary materials written by Indians. Course requirements: A midterm exam
or project, a term paper, and a final exam. Music and art will supplement the primary literary texts by such authors as Leslie Silko, N. Scott Momaday, James Welch and Simon Ortiz and may be utilized creatively in fulfilling the course requirements. (Vangen)
Courses in American Institutions (Division 316)
240/Poli. Sci. 210. Introduction to the Political Economy of American Institutions. (4). (SS).
The principle objective of this course is to understand the governmental and private institutions in the U.S. that allocate resources, resolve social conflicts, build consensus, and establish national goals. The course will begin with an analysis of how markets operate and under what circumstances they fail or malfunction, giving rise to calls for governmental intervention. Various modes of government intervention, such as the regulation of prices, provision of subsidies, the delivery of social services, or the imposition of taxes will be described and the impacts analyzed. The possibilities and obstacles facing citizens in affecting public policy will be analyzed with special emphasis on social movements, interest groups, and political parties. Students will write papers about the appropriate scope or purpose of government, the possibilities and limitations of planning, and problems of maintaining legitimacy in capitalist democracies, and the tradeoffs between equity and efficiency, or democratic participation and political stability. As part of the lectures, case studies of the provision of medical care in America, the regulation and promotion of industry, and the protection of civil rights will be presented. Both lecture and discussion sessions will be employed. Grades will be based upon a series of assigned essays, a midterm and final exam. (Walker)
426/Econ. 426. The Development of the American Labor Market Institutions. Econ. 201 or the equivalent. Not open to students who have taken or are taking Econ. 421 or 422. (3). (SS).
This course is an intensive investigation of selected topics in the development of the labor market in the U.S. These include: the rise of living standards; the labor market role of education; waves of immigration and their impact on wage structure; the determinants of the labor market status of Blacks from the Civil War to the present; the birth, growth, and decline of trade unionism; and the occupational status of women. The class is run in conventional lecture format; grades are based on a midterm and a final examination. This course is not open to students who have taken or are taking Econ 421 and 422. (Johnson)
439/Econ. 425/Poli. Sci. 439. Inequality in the United States. Econ.. 201 or Poli. Sci. 111. (3). (SS).
This course deals with economic inequality in the U.S. We begin by asking whether the goal of equality competes with other societal goals such as liberty and efficiency. Next we examine the sources of economic inequality. We investigate how and whether the family, neighborhoods, schools, and labor markets exacerbate and/or reduce economic inequality. This is followed by an examination of domestic social policies directed toward economic inequality. This will include: tax policies, charity, neighborhood reorganization, constitutional amendments and equal opportunity policies. We will ask whether these policies can be altered to be more effective. This course requires eight short papers and a final exam. (Corcoran and Courant)
450/Poli. Sci. 438. Ethics and Public Policy. (4). (SS).
This course will explore the ethical issues raised by a variety of public policies. After some initial discussion of ethical theories and of the relationship between ethics and politics, we will consider four topics: (1) evaluation techniques such as benefit-cost analysis, (2) the concept of liberty and policies that restrict it, (3) the concept of equal treatment, and (4) some of the ethical issues raised by the operations of multinational corporations. Classes will combine lectures about the various concepts and discussions of particular policies. Among the texts for the course will be Fred Feldman, Introductory Ethics; J.S. Mill, On Liberty; John Rawls, A Theory of Justice; Douglas Rae, Equalities; and Henry Shue, Basic Rights. There will be approximately eight writing assignments during the term, several of which will be revised and resubmitted. There will be no exams. (Chamberlin)
468/History 468. Politics, Power, and the Public Sector in America, 1820-1920. (4). (SS).
What historical forces have helped to shape the public sector in contemporary America? This course attempts to answer this question by combining the theoretical and empirical work of historians, political scientists, and sociologists to analyze the development of the public sector at local, state, and national levels in pre-New Deal America. The course will be conducted as a colloquium and, therefore, will be organized around weekly meetings to discuss assigned readings which will include both theoretical works and historical case studies. Among the former will be pluralist and neo-Marxian theories of power and the state, and collective choice theories and models of political mobilization. Historical case studies will focus on the relationships among socio-economic change, political action, and demands for the expansion of the public sector at critical moments in the nation's history. Of particular interest in the case studies will be the question from where demands for the expansion of the public sector originated. Students will write brief, weekly papers on the assigned readings and longer papers comparing theoretical and historical works. (McDonald)
471/History 571. American Institutions and the Development of the Family. (4). (SS).
This course will analyze the American family from the colonial period to the present. It will trace changes in the family from a preindustrial society to a post-industrial one. The approach is topical and will cover such issues as the use of birth control and abortions, childbearing practices, adolescence, role of women, old age, and death and dying. Particular attention will be placed on analyzing the impact of changes in American institutions on the development of the family. Course format consists of lectures and classroom discussions with an emphasis on a critical reading of the assigned materials. The grading will be based upon the midterm and final examination. Some of the readings will include: Michael Gordon's The American Family in Social-Historical Perspective; David Fischer's Growing Old in America; David Stannard's Death in America; and James Mohr's Abortion in America. (Vinovskis)
Anthropology 161. Introduction to Biological Anthropology. (4). (NS). Primarily for freshmen and sophomores, this course serves as an introduction
to anthropology as a natural science. No special background is required.
The guiding theme of the course is the study of human evolution with emphasis
on the mechanisms of evolutionary change and their application to the interpretation
of modern human variation and to the reconstruction of human and prehuman
evolutionary history. The format of the course is three weekly lectures
and one weekly discussion section, which will serve as a question and answer
session. The required text is Weiss and Mann, Human Biology and Behavior.
The course grade will be based on three hour exams given at approximately
equal intervals throughout the course. (Brainard) 365. Human Evolution. Sophomore standing. (3). (NS). Human evolution has been a biological process with both social and physical
aspects. Through lectures and readings, the interrelated process of behavioral
and physical change is outlined for the human line. Emphasis is placed on
evolutionary mechanisms, and context is provided through an understanding
of the pre-human primates. The human story begins with origins and the appearance
of unique human features such as bipedality, the loss of cutting canines, the appearance of continual receptivity, and the development of complex
social interactions. An early ecological shift sets the stage for the subsequent
evolution of intelligence, technology, and the changes in physical form that are the consequences of the unique feedback system involving cultural
and biological change. Class participation and discussion are emphasized.
The examinations are midterm and final. (Wolpoff) 368/Psychology 368. Primate Social Behavior I. (4). (NS). An introductory course that will familiarize students with the primate
order and its major divisions, and provide detailed knowledge of several
of the widely studied species of prosimians, monkeys and apes. The major
focus of the course will be the evolutionary significance of behavior in the wild, and special attention is therefore given to primate ecology and long-term field studies. Social organization, behavioral development, kinship
systems, sexual behavior, aggression and competition, and similar topics
are then described and analyzed from the perspective of modern evolutionary theory. This course can be taken on its own, but it also serves as an introduction
to 369, Primate Social Relationships. Two lecture hours, one film, and one discussion section weekly. One midterm and one final exam. Required
readings are Chalmers, Social Behaviour in Primates, and a course
pack. (Wrangham and Smuts) 371. Techniques in Biological Anthropology. Permission of instructor.
May not be included in a concentration plan in anthropology. (1-3). (Excl).
May be elected for a total of 6 credits. Individual work in preparing specimens used in physical anthropology
laboratories (skeletons, fresh specimens, casts, fossil materials, etc.).
Methods of instruction will include limited demonstrations. Individualized
instruction and independent work will be stressed, and assignments will
be matched to individuals' interests and skills. Three hours per week for
each hour credit is required. (Wolpoff) 466. Fossil Evidence and Evolutionary Theory. Anthro. 161 or the
equivalent, and junior standing; or permission of instructor. (3). (NS). This course attempts to apply evolutionary theory to the specifics of
human evolution. Both the fossil evidence and that derived from the study
of man's closest living relatives will be considered in reconstructing the
ecological adaptations that the human species has made in the past. The
course grade is based on a midterm and non-cumulative final examination.
(Livingstone) 469. Topics in Biological Anthropology. Permission of instructor.
(3). (NS). This lecture course will survey the major features of the human reproductive
process using a combination of demographic, biometrical and physiological
approaches. Emphasis will be placed on accounting for the range of variation
in natural fertility in the human species as a whole, and on assessing the
relative roles of physiological, behavioral and environmental factors in
controlling reproductive output. The evolution of human reproductive patterns
will also be discussed. Special attention will be given to the design and implementation of field research in reproductive ecology by anthropologists.
Students will be evaluated on the basis of one examination and a term paper.
(Brainard and Wood) 471. Undergraduate Reading and Research in Anthropology. Permission
of instructor. A maximum of 3 credits of independent reading may be included
in a concentration plan in anthropology. (1-3). (Excl). (INDEPENDENT). May
be elected for a total of 6 credits. Individually supervised reading and research in a topic of special interest
to the student and which is not the subject of other departmental course
offerings. Students must obtain permission from a member of the departmental
faculty before electing this course. Ordinarily, members of the departmental
faculty agree to supervise a reading course only when the topic is of special
interest to them. 563. Mechanisms of Human Adaptation. Senior standing or permission
of instructor. (3). (NS). The course is addressed at evaluating the physiological responses and adaptations that enable humans to survive environmental extremes such as those found under stressful conditions of heat, cold, solar radiation, high
altitude, undernutrition, overnutrition associated with modern western diets, and air pollution. Because this course is addressed to students of the several
disciplines and to facilitate understanding of the mechanisms of human adaptation
to environmental stress, the discussion of major topics is preceded by sections
outlining initial responses observed in laboratory studies with humans and experimental animals. Emphasis is given to the short adaptive mechanisms that enable an organism to acclimate itself to a given environmental stress.
Subsequently, the long-term adaptive mechanisms that enable humans to acclimatize themselves to natural, stressful environmental conditions are discussed.
Throughout the course, emphasis is given to the effects of environmental
stresses and the adaptive responses that an organism makes during its growth
and development and their implications for understanding the origins of
population differences in biological traits. Student evaluation includes three tests, a final exam, and a term paper. The method of instruction is
lecture and some discussion. (Frisancho) Courses in Cultural Anthropology (Division 319)
Courses are arranged by groups: Introductory Courses, Ethnology – Regional
Courses, Ethnology – Topical Courses, Linguistics, Archaeology, and Museum
and Reading and Research Courses. Introductory Courses 101. Introduction to Anthropology. Primarily for freshmen and sophomores. No credit granted to those who have completed 222 or 426. (4).
(SS). Although emphasizing cultural anthropology, Anthropology 101 is a survey
introduction to basic principles that unify the four subdisciplines of anthropology: biological anthropology, archaeological anthropology, cultural anthropology,
and linguistic anthropology. While it is a basic course for anthropology
concentrators, Anthropology 101 also aims at a general audience as the course
examines several areas of contemporary public interest as well as areas
of interest to social and biological scientists. Course topics include warfare
and human aggression; sex roles in cross-cultural perspective; American
"pop" culture; counter arguments to assertions of interrelationships
between race and intelligence; theories of evolution; ecological perspectives
applied cross-culturally to human populations; human evolution as exemplified
in the fossil and archaeological record; the origins of civilization; ape
communication; and kinship, marriage, politics, and religion in primitive, tribal, civilized, industrial, and underdeveloped societies. There are three
weekly lectures; a text and paperbacks provide material for discussion in
one weekly recitation section. The examinations are objective. Three hourly
exams. No final. No papers. (Kottak) 282. Introduction to Prehistoric Archaeology. (4). (SS). This course will combine both a general survey of world prehistory and a presentation of the techniques, methods, and theories of prehistoric archaeology
as a social science. The survey of world prehistory will focus on three
main processes in the development of human culture: a) the emergence of
human culture from a primate background, b) the origins of domesticated
plants and animals and the establishment of village farming communities, and c) the rise of complex states and empires from these simpler farming
societies. The presentation of techniques, methods, and theory will cover
field and laboratory techniques for acquiring information about past cultures, analytical methods for using that information to test ideas about past cultural
organization and evolution, and current theoretical developments in archaeology
as an explanatory social science. The course will be oriented as much toward
students with a general curiosity and interest in the field as toward eventual
concentrators. There will be three lectures plus one discussion section
per week. Requirements include a midterm and a final examination, plus two
to three take-home exercises which give students experience with the application
of analytical methods to real archaeological data. (O'Shea) 330. Culture, Thought, and Meaning. (4). (HU). This course is offered as an upper-division introduction to anthropology
for students who have not had other anthropology courses, and as an introduction
specifically to Cultural Analysis for students who have had some (other
sorts of) anthropology. It is recommended for concentrators and non-concentrators
at all levels; graduate credit can be arranged for graduate students. The
course is concerned with the individual, and with culture as a system of
meanings. Attention will be focused both on exotic cultures and on our own, in an effort to develop a truly cross-cultural perspective on how different
people construe "reality." Especially emphasized will be the role
of communication, and of "mind" (including cultural ontologies, epistemologies, logics, aesthetics, and rhetorics). There are no prerequisites.
Lectures will focus on: 1) the analysis of ethnographic data; 2) how to
read ethnographic reports critically; 3) the criteria for constructing ethnographic
reports. Readings will (mostly) be about other cultures. Ample opportunity
will be devoted to discussion of the lecture material and the readings.
Several sessions will also be devoted to the techniques of writing short
essays, and special guidance will be given to those who wish to improve their writing techniques. Grades will be based on seven short papers (six
pp. each). (Carroll) Ethnology – Regional Courses 315. Indians of North America. (3). (SS). The course provides an introduction to Native North American peoples
and involves a detailed discussion of several typical cultures and culture
areas, with a special emphasis on modes of subsistence, social and economic
organization, and religion. By focusing on native world views, an attempt
is also made to gain a better understanding of the Native Americans' own
perceptions of and attitudes towards their lives. The course deals primarily
with the more "traditional" native cultures prior to the spread
of Western domination. Nevertheless, several major post-contact cultural
developments, aspects of Indian-White relations, and contemporary problems
(including those of Michigan Indians) are touched upon. Required reading
includes several short ethnographic studies, a biography of a Native American
man or woman, and a few articles from a course pack. Student evaluation
is based on three essay-type exams (some of them take-home). One of the
exams can be substituted by a short research paper developed by the student
in consultation with the instructor. While lectures are the major method
of instruction, discussion, films, and demonstration of artifacts from the
Museum of Anthropology play an important role in this course (Kan) 402. Chinese Society and Cultures. Anthro. 101 or 222, or any
China course. (3). (SS). The course covers traditional and contemporary China, with an emphasis
on the peasant sector. The focus is on continuity and change in Chinese
society. The first part of the course discusses the social, economic, and political organization of late traditional China; ecological variations
including some of China's "national minorities"; folk-religion
interpretations of Confucianism, Buddhism and Taoism; popular arts; and the causes and forms of early peasant rebellions. The second part deals
with peasant participation in the socialist revolution, the reorganization
of society since 1949, and with contemporary aspects of community life, peasant economy, family, social stratification and social thought in the
Peoples Republic of China and also Taiwan. This is a lecture course, open
to students with junior standing or higher, and to sophomores with permission
of instructor. The readings are drawn mainly from the ethnological/cultural
anthropology literature on China, with some selections from sociology, social
history, rural economics and Chinese fiction. There is a midterm and a final
essay examination. Undergraduates write two short book-reviews; graduate
students write a research paper on a topic of their choice. (Diamond) 414/CAAS 444. Introduction to Caribbean Societies and Cultures I. Junior standing. (3). (SS). This course provides an introduction to the peoples and cultures of the Caribbean. Topics covered include: the historical origins of the social
structure and social organization of contemporary Caribbean states; family
and kinship; religious organizations; race, class, and education; Caribbean
migration; politics and policies of socioeconomic change. The course is
open to both anthropology concentrators and non-concentrators. Films on the Caribbean will be shown. Course requirements: four three to five
page typewritten papers which ask students to synthesize reading and lecture
materials. (Owusu) 417. Indians of Mexico and Guatemala. Anthro. 101, 222, or junior
standing. (3). (SS). We will survey the literature which deals with the Indian groups that
occupy Mesoamerica; these include the Nahua (Aztec), Tarahumara, Maya, Zapotec, Mixtec, Tarascan, Totonac, Otomi, and other Indian populations. Emphasis
will be on the aboriginal adaptations and culture, rather than on the colonial
or modern peasants. Topics will include religion, ideology, social and political
organization, subsistence, and settlement patterns. This is a lecture course
requiring a take-home midterm and a final paper; these two assignments will
constitute the grade in the course. Anthropology 101 or another anthropology
course is a prerequisite; others interested may seek permission of instructor
if they have not had any anthropology course. (Marcus) 423. Peoples and Cultures of Melanesia. Anthro. 101 or 222. (3).
(SS). This course covers the culture area of Western Melanesia with a particular
emphasis on New Guinea – a large island which contains 1000 distinct cultural
groups. Many of these have been brought into contact with western civilization
only within the past 15 years, and the area therefore offers unique opportunities
for the study of tribal society in a relatively pristine condition and has
served as a focus of much of recent anthropological research. The course
provides general coverage of the social, political, and economic organization
of 4 major sub-areas of western Melanesia and explores a number of additional
topics of current research interest, viz. male-female hostility and the
definition of sex roles, witchcraft, warfare, economic networks, Big Man
system of leadership, and millenarian movements. Lecture format; evaluation
is based on term paper and take home exam. (Kelly) 503 Japanese Society and Culture. Permission of instructor. (4).
(SS). Please contact the Department of Anthropology (1054 LS&A Building) or
POINT 10 (764-6810) after late April for information about course content
and requirements. 509. Ethnology of the Near East and North Africa. Anthro. 409, graduate standing, or permission of instructor. (3). (SS). This course is a survey of the anthropological literature on the Near
East and North Africa, with particular attention being paid to intra-regional
variations in the major cultural traditions, and the interplay of these
with minority ethnic identities and groups. In addition, the principal theoretical
problems that have emerged from anthropological research in the area – particularly
among towns-people, peasants and tribal pastoralists – are reviewed and their significance considered. It is a lecture course with considerable
classroom discussion and may involve a midterm and a final examination, for either of which a short research paper may be substituted. Readings
are assigned in a number of monographs and collections of articles, a range
of choice being provided to permit the individual student to emphasize a
particular regional or topical interest. Ethnology – Topical Courses 327. Introduction to Ethnology. Anthro. 101; recommended for
concentrators in anthropology. (3). (SS). This is essentially a "great books" course. Students read
six or seven classic ethnographies and write four short comparative essays
on them. (The latter provide the basis of student evaluation.) The ethnographies
are selected so as to display some of the main trends in the theoretical
development of anthropology. These trends are evident in successive author's
interpretations of the same cultural phenomena, e.g. magic, ritual, economic
organization, etc. About half the class meetings are devoted to lecture
and half to discussion. This course is particularly well suited to anthropology
concentrators and those with a high degree of interest in anthropology.
It assumes the background acquired in Anthropology 101. Students who have
not taken 101 but have some background derived from other anthropology courses
may elect 327 by permission of instructor. (Kelly) 357. Undergraduate Seminar in Ethnology. A course in cultural
anthropology and either junior standing or permission of instructor. (3).
(SS). Social and human implications of technological change. Analysis and discussion of changes in family life, government and law, economy and religion
under the influence of western technology. Case studies from Asia, the Middle
East, Latin America, the Caribbean and Africa. Course requirements: two
4-5 typewritten page reviews, plus a term or research paper. Seminar format.
(Owusu) 398. Honors in Cultural Anthropology. Permission of instructor.
(3). (Excl). (INDEPENDENT). May be repeated for a total of six credits with
permission of concentration adviser. Section 002. This Honors course sequence in archaeology is designed
for undergraduate anthropology concentrators who are specializing in archaeology
and who have applied for senior Honors in the Department of Anthropology.
The course sequence is divided into two parts. During the first term, students
meet together once a week to define research problems in archaeology, to
discuss the construction of analytical and mathematical models appropriate
for archaeology, and to analyze methods and procedures for solving problems.
These sessions provide background which enables students to define a senior
Honors thesis project. The second part of the course sequence begins once
a thesis topic is selected. Each student in consultation with the Honors
adviser may request any Department of Anthropology faculty member to serve
as a thesis adviser. Periodically Honors students convene to discuss together their research progress. At the end of the second term of the Honors sequence, each student writes an Honors thesis and presents a seminar summarizing the project and its conclusions. Original field research, library sources, or collections in the Museum of Anthropology may be used for Honors projects.
Prior excavation or archaeological laboratory experience is not required
for participation. (Ford) 449. Metaphor Enacted: Magic, Healing and Ritual Transformations. Anthro. 101, 222, or junior standing. (3). (SS). This course will be a detailed study of the structure and function of
magic, healing and ritual and the roles these play in human society as devices
of transformation. We will start from the premise that metaphor and metonymy
are two complementary processes whose powers to transform are employed differently
by each of the three. The core of the course will be ethnographic data, both classic (e.g., Evans-Pritchard, Kluckhon, and Junod) and recent (e.g., the instructor's), which would be selected both for its wealth of detail
and its geographic spread. Theoretical works will form the illuminating
complement to the data and, in keeping with the concept of enacted metaphor, will include such philosophers and literary writers as Max Black, Kenneth
Burke, and Wittgenstein; as well as authors such as Arnheim, Fraser, V.
Turner, de Heusch, and Levi-Strauss. Classes will be combinations of lectures
and discussion by students, who will be expected to have completed the relevant
readings prior to each class. Ideas or points to be considered while reading
will be suggested by the instructor, to assist students in their work. Evaluation
will be made on the basis of a short paper, a midterm exam, and a take-home
final exam. Students wishing to do so may substitute a longer research paper
for the final exam. Its topic and form must be approved by the instructor, and the student is expected to keep in close touch with the instructor throughout the term. (Roberts) 458. Topics in Cultural Anthropology. Permission of instructor.
(3). (SS). May be repeated once for a total of 6 credits. Section 002 – Anthropology of Death and Dying. Death is a universal
human experience, yet the attitudes and responses towards it develop out
of a complex interplay between individuals and their socio-cultural environment.
Using anthropological works (e.g., The Death Rituals of Rural Greece
by L. Danforth; A Death in the Sanchez Family by O. Lewis), novels
(e.g., The Death of Ivan Illych by L. Tolstoi) and films, the course
explores the meaning of death in several Western and non-Western cultures
and religious traditions. Particular attention is paid to understanding
native ideas about the person, the life-cycle, and the afterlife; as well
as interpreting mortuary rituals and the experience of the dying and the
survivors. The course also offers an anthropological perspective on the
development, since the nineteenth century, of the characteristic American
mode of dealing with death and dying, including such controversial issues
as suicide and euthanasia. Recommended prerequisites: sophomore standing
or permission of instructor. Student evaluation is based on two take-home
exams and a short research paper developed by the student in consultation
with the instructor. Method of instruction combines lectures and discussion.
(Kan) Section 003 – Problems in Near Eastern Ethnology. The Near East is
an important region where ideological allegiance and conflicts are deeply
intertwined with political and economic relations. It is thus an arena in
which we can evaluate new developments in anthropological theories. Section 004 – Problems in Japanese Ethnology. Please contact the
Department of Anthropology (1054 LS&A Building) or POINT 10 (764-6810) after
late April for information about course content and requirements. 528. History of Anthropological Thought. Senior concentrator or
graduate standing. (3). (SS). This course provides an intensive analysis of critical problems in social
anthropological interpretation within both a contemporary and an historical
context. The course begins with a discussion of theoretical problems. This
is followed by a detailed analysis of how these problems are crucial in
an analysis of the works of many pre-1945 theoreticians such as Marx, Morgan, Durkheim, Weber, Boas and Kroeber, Benedict and Mead, Malinowski, and Radcliffe-Brown.
Class format is a combination of lecture and discussion, and course requirements
include the reading of critical works by the theoreticians mentioned above
and a final examination which is given as a take-home examination. (Yengoyan) Linguistics 472/Ling. 409. Language and Culture. (3). (HU). This course explores the relationship between language and culture as
a set of mutually reinforcing constraints which form different types of
coherence systems. Language is dealt with both as a set of grammatical forces
as well as semantic imperatives which must be related to culture as a system
of social principles, as webs of meaning, and as a framework of knowledge
and philosophy. The realm of thought is analyzed as a human condition which
produces creative and constrictive conditions on language and culture. A
few short paperback volumes are required in addition to articles placed
on undergraduate reserves. Course requirements are a midterm and a final
examination. (Yengoyan) 576/Ling. 510. Introduction to Anthropological Linguistics. Graduate
standing or permission of instructor. (3). (SS). This course serves as an introduction to language and linguistics for
anthropologists. It provides the basic tools necessary for discussing and working with linguistic systems and introduces theoretical models both as
tools for working with data and as models of cultural activity. The nature
of language as a sign activity, the status of linguistic representations, and semiotic and biological bases of linguistic universals are explored
(Mannheim) Archaeology 387. Prehistory of North America. Anthro. 101 or 282. (3). (SS). The course will trace the development of North American Indian cultures
north of Mexico from the first entry of big game hunters into the New World
10,000 to 15,000 years ago through the origins of agriculture and the appearance
of the first sedentary farming villages to the emergence shortly before
European contact of complex socially stratified political systems. The course
will focus especially on the Eastern U.S. and the American Southwest. Emphasis
will be given to the importance of the prehistoric record for understanding
Native American cultures at the time of contact, and the value of historic
and ethnographic descriptions for understanding the past. Three hourly exams
and final; lecture format. (Speth) 483. Near Eastern Prehistory. Anthro. 101, 282, or junior standing.
(3). (SS). This course surveys the archeology of Lebanon, Jordan, Israel, Syria, Turkey, Iraq and Iran from the Lower Paleolithic to the beginnings of Sumerian
civilization. It emphasizes the most salient cultural developments within this region and demonstrates how civilization evolved from hunting and gathering
economies, through plant and animal domestication, the first permanent settlements, and finally urbanization. (Flannery) 494. Introduction to Analytical Methods in Archaeology. One course
in statistics or permission of instructor. (3). (Excl). This course is designed to acquaint students with the application of
analytical techniques in archaeology and to provide an understanding of the role of numerical analysis in archaeological research. Course coverage
will range from the most basic use of numbers in data presentation to the
consideration of a variety of more complex techniques which have been developed
specifically to cope with the unique character of archaeological research.
The course will be organized around sets of lectures and class exercises, and a basic familiarity with archaeological research and common statistical
methods will be assumed. Students will require a good hand calculator for
regular class use. Readings for the course will be drawn from a variety
of sources, and as such no core text will be assigned. Evaluation of student
performance will be based on a series of assigned projects designed to highlight the student's control over the subject matter of the course. (O'Shea) 581. Archaeology I. Senior concentrators, graduate standing, or
permission of instructor. (3). (SS). The first part of this course is devoted to developing models of the
operation and evolution of hunter-gatherer cultural systems and to discussing the ways in which these systems may be studied from the archaeological record.
The second half of the course consists of a review of the archaeological
evidence for the evolution of these cultural systems from their earliest
appearance until the beginnings of sedentary, agricultural communities.
Most emphasis is given to materials from Africa and Europe with brief attention
paid to Asia and the New World. Lecture course. Evaluation based on paper
and examinations. (Speth) Museum, Reading, and Research Courses 496. Museum Techniques in Anthropology. Permission of instructor.
(1-3). (Excl). (INDEPENDENT). May be repeated for credit for a total of
6 credits for Anthro 496 and 497. Anthropology 496 is offered in the Fall Term, 497 in the Winter Term.
Content of both courses is the same unless a student has already had either
course. If so, then the student works on exhibitions with anthropological themes. These courses are intended to give the student an introduction to the principles of museum management, policies, and practices. In conjunction
with this introduction, individual instruction is offered on the recording, cataloging, care and preservation, and analysis of collections of material
culture. There will be one hour of lecture per week, with the remaining
time being devoted to work with museum curators or graduate research assistants
working in the museum laboratories. For each credit elected, three hours
of participation are required. Thus for one credit there will be one hour
of lecture and two of applied museum work; for two credits, one hour of
lecture and four of work; for three credits, two hours of lecture and six
of work. There is a text and some reserve reading. Grades are based on lectures, requirements, and directed work. Emphasis is on the nature of museum work
as a career within a research framework as well as on a general understanding
of how anthropological museums are organized and exhibits originate. (Ford) 499. Undergraduate Reading and Research in Anthropology. Permission
of instructor. A maximum of 3 credits of independent reading may be included
in a concentration plan in anthropology. (1-3). (Excl). (INDEPENDENT). May
be elected for a total of 6 hours credit. This course features individually supervised reading and research in
a topic of special interest to the student. Students must consult with and must obtain permission from a member of the departmental faculty before
electing this course. Students should not expect to receive credit for reading
in topics that are regularly covered in other departmental course offerings.
Ordinarily, members of the departmental faculty agree to supervise a reading
course only when the topic is of special interest to them. Courses in Armenian Studies (Division 322)
171/Slavic Ling. 171. First-Year Armenian. (4). (FL). See Slavic Linguistics 171. (Harlan) 271/Slavic Ling. 271. Second-Year Armenian. Armenian 172 or equivalent.
(4). (FL). See Slavic Linguistics 271. (Harlan) 287(270)/REES 287/History 287. Armenian History from Prehistoric Times
to the Present. (4). (SS). See History 287. (Suny) Courses in Asian Studies (Division 323)
111/History 151. The Civilizations of South and Southeast Asia. (4).
(HU). This is an introduction to the civilization of the Indian sub-continent, from its origins about 3000 B.C. to the present, where it comprises over
a fifth of the world's people and its oldest living civilized tradition, its largest political democracy, and a major component of the Third World.
The course progresses from origins and the Indus culture through the Aryans, Hinduism, caste, and classical India to the succession of empires from the
Mauryas to the Mughals and the British, colonialism, and independence, and partition. We then consider current problems and changes topically: regionalism
and language, agriculture and rural development, population, urbanization, industrialization, and "modernization," and the rise of separate
nation-states (India, Pakistan, Bangladesh, and Sri Lanka). Lectures and varied readings (via a Course Pack) are designed to stimulate class discussion, and there will be some use of slides and films. Art, literature, and religion
will also be discussed as part of the evolving culture. There will be one
take-home midterm, and a similar final exam, with optional additional papers
at student request, all of the essay type. There are no prerequisites and no previous knowledge is assumed. (Murphey) 121/History 121. Great Traditions of East Asia. (4). (HU). This course is a broad introductory survey of traditional Chinese and Japanese civilizations from about 2000 B.C. until the advent of modern European
imperialism at the beginning of the nineteenth century. The primary purpose
of the course is to help nonspecialists begin to understand the patterns
(but not necessarily the details) of how these two civilizations arose, changed, and interacted, with particular emphasis upon their important institutional
and cultural traditions. The approach will be largely historical, but by
drawing upon guest lecturers from the University's outstanding East Asian
faculty, we shall also sample the glories of the traditional literature, secular philosophy, and religious thought of China and Japan. Course readings
will include not only survey histories, therefore, but also selections from
anthologies of both literary and philosophical writings. Grading will be
based upon a midterm and a final exam, with exams being of the essay type.
No prior knowledge of East Asia is assumed. (Arnesen) 441. Asia Through Fiction. (3). (HU). This course deals with selected novels and short stories by Asian writers
and by Westerners writing about Asia. It attempts to compare different perspectives
on the Asian scene and particularly focuses on East/West interactions. Course
readings center on India, Southeast Asia, Japan, and China. Four short essays
are required, which take the place of an examination. The class is usually
small enough to function very successfully as a group discussion, which
considers also the Asian context. There are several evening opportunities
to sample Asian cuisine and films. Writers dealt with include Narayan, Greene, Mishima, Forster, Kipling, Conrad, Tanizaki, Orwell, Markandaya, Buck, Lu
Hsun, and others. (Murphey) 444. The Southeast Asian Village. (3). (SS). This course examines aspects of village form, function, life and problems
in Southeast Asia. Using readings, lectures and films it provides a comparative
view of the varied rural societies of the region. Sections of the course
deal with the physical setting of the village, house types, the village
economy, daily and seasonal activities, religion, custom and tradition, and popular culture. Village economic, social and political organization
are also covered, as well as tension and change associated with development, urban migration and the decline of the village. The course makes extensive
use of case studies and guest lecturers. Course grading is based on a research
paper: reading is moderate to heavy, and can be focused on the country and problems of interest to the individual student. The course meets for a three-hour
period once a week to provide the most flexible format for films and discussion.
(Gosling) 511. Colloquium on Southern Asia: The Interface of the Humanities and the Social Sciences. (2). (Excl). Courses in Astronomy (Division 326)
101. Introductory Astronomy: The Solar System. No credit is granted
to those who have completed 111 or 130. (4). (NS). Section 007. Astronomy 101 students attend the same lectures as Astronomy
111 students. For course description, see Astronomy 111, Section 007. 102. Introductory Astronomy: Stars, Galaxies, and the Universe. No
credit is granted to those who have completed 112 or 130. (4). (NS). Section 007. See Astronomy 112, Section 006. 111. Introductory Astronomy: The Solar System. No credit is granted
to those who have completed 101 or 130. (4). (NS). Section 006. Lectures are the same for both Astronomy 101 and 111.
They deal with the beginnings of astronomy, motions of bodies in the solar
system, properties of light and atoms, the Sun, the Earth, the Moon, individual
planets and satellites, comets and meteors, and the origin of the solar
system and life. The exploration of the solar system by spacecraft will
be emphasized. Astronomy 111 has laboratory sections every week. Astronomy
101 has discussion sections. Course requirements include two midterms and a final examination. Laboratory sections include observations with telescopes.
A planetarium visit will be arranged. 112. Introductory Astronomy: Stars, Galaxies, and the Universe. No
credit is granted to those who have completed 102 or 130. (4). (NS). Section 006. Lectures are the same for Astronomy 102 and 112. This
course treats modern ideas concerning the origin and evolution of stars, galaxies, and of the Universe as a whole. The lectures emphasize current
knowledge of the formation and evolution of stars toward their ultimate
destiny as white dwarfs, neutron stars, or black holes. The course will
outline the evidence that the Universe is currently expanding from a hot
dense phase in the distant past toward a fate that is accessible to observation.
Specific objects such as supernovae, quasars, and galaxies are also examined.
Course work includes assigned reading, short quizzes, midterm and final
examinations, and section meetings. Astronomy 112 students have evening
laboratory and observation periods every other week, and daytime discussions
in alternative weeks. Astronomy 102 has only discussion sections. 130. Explorations in Astronomy. No credit is granted to those
who have completed 101, 102, 111, or 112. (4). (NS). This course covers selected topics concerning the stars, the galaxy, and the universe. Some of the subjects discussed are: the results of the
space program, the life history of stars, interstellar nebulae, pulsars, black holes, normal and peculiar galaxies, quasars, and the evolution of the universe. There are four lectures per week and observations with telescopes
and a planetarium visit will be arranged. (D. Richstone) 221. General Astronomy: The Solar System. Prior or concurrent
election of Math. 115. No credit is granted to those who have completed
101, 111, or 130. (4). (NS). Astronomy 221-222 is a two-term introductory sequence intended primarily
for students in the sciences and engineering. In the Fall Term, Astronomy
221 deals with the astronomy and physics of the solar system. Topics covered
include: (1) principles of orbit theory; (2) interior structure, surface
features and atmospheres of the planets; (3) the minor constituents of the
solar system; (4) the sun. Laboratory work will include observations with the telescopes atop Angell Hall, experiments and discussions. Homework problems
are assigned almost weekly. Some outside reading will be assigned. There
will be two midterm examinations and a final examination. (Teske) 261/NOEP 301. Navigation. (2). (Excl). See NOEP 301. (Lt. Costello) Courses in Atmospheric and Oceanic Sciences (Division 241)
Although A&OS 202 and 203 are offered through the College of Engineering, the courses are approved by LS&A to earn LS&A credits and may be used to meet
Natural Science distribution requirements. There is no specific relationship
between A&OS 202 and 203 though the courses complement each other and, in turn, complement offerings in the Geological Sciences Department. Other
Atmospheric and Oceanic Sciences courses are listed in the College of
Engineering Bulletin, and in the Time Schedule as part of the
offerings of the College of Engineering in the A&OS subsection and may
be elected by LS&A students as a pat of non-LS&A course work. These other
courses do not help meet LS&A distribution requirements. Students who have
a serious professional interest in the field should consult the department
(2233 Space Research Building, 764-3335). 202. Weather and Climate. (3). (NS). Section 002. Focus of the course is on understanding the basic nature
and behavior of the earth's atmosphere through comprehension of weather
maps and charts. Students learn to relate observable features of day-to-day
weather and of climate to atmospheric motions and other characteristics
revealed on the daily weather maps. They learn, also, to appreciate the
atmosphere as a natural resource and to understand its limitations in the
transport and diffusion of air pollutants. About ten minutes each class
hour are devoted to description of current weather with aid of same-day
maps. Students learn to plot and analyze weather maps. A report on the weather
and climate of a particular place of personal interest is prepared by each.
Hour examinations are given at 3-4 week intervals. These account for about
60% of course grade, the report about 20%, and weather map analyses and homework assignments the remainder. (Portman) 203. The Oceans. (3). (NS). This course, which presents an overview of the four broad subfields
of modern oceanography: (1) Physical Oceanography, (2) Geological Oceanography, (3) Chemical Oceanography, and (4) Biological Oceanography will draw examples
from contemporary issues facing the world's oceans. Topics such as man's
extension into the sea; aquaculture; economic potential of the sea's living
and mineral resources; the law of the sea; intelligence in the sea; and whale and dolphin communication will serve to enhance the understanding
of basic scientific principles. The format of the course will be lecture
supplemented by readings in The World Ocean and a paperback novel, The Frail Ocean. Three hourly exams and a final will be given. (Section
1: Owen; Section 2: Meadows) Courses in Biological Chemistry (Division 517) 415. Introductory Biochemistry. Two terms of organic chemistry equivalent
to Chem. 225 and 226. Credit is not granted for both Biol. Chem. 415 and Biol. 411. (3-4). This is a one semester course in biochemistry. Biochemistry is essentially the identification of the characteristics of living matter. Specifically the course will cover the biochemistry of the living state, the chemistry
of biomolecules, energy transformations and chemical reactions in living
cells; function of the immune system and action of hormones; self-regulation
and self-replication of living organisms. The course begins with a set of
16 objectives in the form of questions, and at the end these objectives
are reexamined. The main text is Biochemistry , 2nd ed. by Stryer.
Some topics on molecular biology are also covered by Molecular Biology
of the Gene 3rd ed., by Watson. The course is basically a lecture course
with handouts provided for emphasis. Four hourly exams and a final examination
will be used to evaluate student performance. It is possible to obtain a
fourth credit hour by attending an extra series of lectures and preparing
a research paper. (Zand) 416. Introductory Biochemistry Laboratory. Quantitative analysis (e.g., Chemistry 197 or 348, or 346 and 347); prior or concurrent election
of Biol. Chem. 415; or permission of instructor. Credit is not granted for
both Biol. Chem. 416 and Biol. Chem. 516. (2). The goal of this laboratory-lecture course is to introduce students
to modern biochemical techniques involving the separation and isolation
of large molecules (proteins, DNA, RNA) and small molecules. An enzyme is
isolated and purified and then used to study enzyme kinetics; and through this process students are introduced to spectrophotometric analysis, chromatographic
(paper, columns, thin-layer) separations, disc gel electrophoresis. Thermodynamic
parameters are calculated from an experiment using alcohol dehydrogenase.
Students are also introduced to the use of radioisotopes in metabolic studies
and radioimmunoassay. Students are expected to be familiar with simple chemical
calculations at a level equivalent to that acquired through an introductory
level college chemistry course. Previous laboratory work, especially Chemistry
346 or its equivalent is useful. This course is elected by biochemists and chemists and no distinction is made between undergraduates (about three-fourths)
and graduates (about one-fourth) in assigning final grades in the course.
The course is not related or equivalent to Zoology 416. (Hajra, Jourdian) Biology Sciences 100. Biology for Nonscientists. Not open to concentrators in the
biological sciences. (4). (NS). Biology 100 is a one term course designed to introduce students to current
biological concepts. It can be taken to satisfy distribution requirements
under Patterns I, II, or III. The course consists of three hours of lecture
per week plus a coordinated discussion session which occupies two hours
per week. Biology 100 provides an introduction to some general principles
of biology and concentrates on the areas of cell biology, genetics, and evolution. Within these areas topics such as cell structure, cell metabolism, nutrition, alcohol as a drug, human genetics, genetic engineering, cancer, nature of evolution, and sociobiology will be discussed. A major objective
of this course is to point out to students the nature of the scientific
process and illustrate the uses and non-uses of science in contemporary
life. Wherever possible the ethical and social implications of contemporary
scientific effort will be discussed. This course is designed for students with a minimal background in the biological
sciences but we do assume some exposure to biology at the high school level.
Discussion sections enroll 20 students and are taught by graduate student
teaching assistants. In the discussion section students have the opportunity
to review material presented in lecture, observe and perform experiments
which illustrate lecture material, and participate in discussions of issues
raised in the lecture segment. Attendance at the discussion section is required.
Course grade is determined on the basis of three lecture examinations (300
points) and upon discussion quizzes and papers (100 points). (J. Allen) 101. Biology and Human Affairs. (4). (NS). This course is an introduction to those aspects of biology that have
direct applicability to the lives of people in today's world. It covers
current controversies within biology, especially as they relate to human
life and human affairs. Topics discussed include DNA recombinant research, genetic engineering, IQ and genetics, sociobiology, sex roles, agriculture, world hunger, nutrition and health. Background information is given for
each topic, but the emphasis is placed on the controversies and the role
of science in human affairs. An analysis of the nature of the scientific
method in biology, both historically and as currently applied, is a unifying theme of the course. In addition to the two lectures per week, there is
a two-hour discussion period in which the topics are further explored and films are frequently shown. (Vandermeer) 105. Introduction to Biology. Chem. 123 or 107 or the equivalent.
Biol. 105 may be substituted wherever Biol. 112-114 (or the equivalent)
is a prerequisite. No credit is granted to those who have completed Biol.
112-114 (or the equivalent). (5). (NS). This is a one-term, fast-paced alternative to the Biology 112/114
sequence, covering essentially the same material. It is open to students
who have completed at least one term of introductory college chemistry (Chem.
123 or equivalent) and have a strong background in high school biology.
Biology 105 may be substituted whenever Biology 112/114 are prerequisites, but it is closed to students who have completed Biology 112 or 114. Reading, writing, and verbal skills play important roles in this course; students
who are weak in these skills or who are not motivated to rapid, self-disciplined
study habits are advised against taking the course. Biology 105 differs
from Biology 112/114 sequence not only in the fast pace of study, but in the format of course offering. It is run on a self-instructional format
with a strong emphasis on students' initiative to study material from assigned
readings and to perform weekly laboratory exercises. Biology 105 is divided
into three units (Biology of Cells, of Organisms, and of Populations). Assigned
readings, laboratory material, and a study guide are given for each unit.
The entire class meets three times a week; two one-hour lecture periods
for lectures and examinations and once for an hour-long discussion to introduce the laboratory exercises and integrate the lab and lecture material. The
laboratories (3043, 3032 NR) are open for 18 hours weekly during which each
student spends approximately a 3-hour block of time. Students meet once
a week for two hours in small recitation sections after their laboratory
work to analyze and discuss laboratory results and the readings. Three 2-hour
examinations (including the final) are given to test students' understanding
of both reading and laboratory material. These examinations cover each unit
of the course at several levels of complexity and each of three levels is
graded on a 0-100 basis. In addition, each student is required to submit
two written laboratory reports which are graded on a 0-100 basis. The final
grade is based on Teaching Assistants' evaluations for a total of 1200 points.
The textbook for this course is Biological Science (3rd edition, 1980) by
W.T. Keeton. A Xeroxed laboratory manual must also be purchased at the University
Cellar. A laboratory kit must be purchased at the Chemistry Store. For more
information see the laboratory coordinator, 3064 NR (phone 30495). (Ikuma) 112. Introduction to Biology: Term A. Chem. 123 or 107 or the
equivalent is recommended. No credit is granted to those who have completed
105. (4). (NS). Biology 112 is the first term of a two-term introductory biology sequence
(112/114). The sequence is intended for concentrators in biological and other science programs, premedical or other preprofessional students. Other
students wishing detailed coverage of biology and having suitable prerequisites
are also welcome. The aims of Biology 112/114 are to provide factual and conceptual knowledge of biology; to afford suitable experience in obtaining
and interpreting biological data, including formulation and testing of hypotheses;
and to give an integrated overview of present-day biology. The topical coverage
of Biology 112 is about equally divided among three areas, in the following
sequence: (a) cellular and molecular biology; (b) genetics and developmental
biology; (c) microbial and plant biology (structure, function, diversity). Each week, students are expected to attend three lectures and one three
hour laboratory/discussion section. Students must attend their regularly
assigned laboratory/discussion meetings starting with the first week of the course or their space may be given to someone else on the waiting list.
There will be three course-wide examinations and a final examination, as
well as supplementary films and review sessions. Students must be
sure to reserve appropriate times and dates for these activities (specified
in the Time Schedule). In addition, regular attendance at all laboratories
and discussions, and written laboratory reports are required for completion
of the course. The required textbook, laboratory manual, and course pack of syllabus and lecture notes are available at bookstores. Students should not buy any study
guides or other supplementary materials for this course. An Honors laboratory section is available (see Time Schedule); enrollment
for Honors work will entail laboratory and discussion time and effort beyond the regular course material; times for additional meetings will be announced. Note concerning prerequisites. A functional knowledge of general
chemistry at the college level is required, and is utilized starting at the outset of the term in Biology 112. Chemistry 123 or 107 or the equivalent
college-level chemistry course are acceptable. (Chemistry 125 is even more
helpful, but is not required). High school chemistry is not suitable
as a prerequisite unless a student has obtained Advanced Placement credit
for Chemistry 123, or has obtained other certification of college-level
equivalency in general chemistry. Students who have completed Chemistry
123 with a grade below C- are to repeat the course before electing Biology
112, or repeat it concurrently with Biology 112. Although a high school
biology course is helpful preparation for Biology 112, it is not required.
For further information contact the Biology 112/114 office, Room 1570 C.C.
Little Building.) (Kleinsmith, Estabrook) Section 008 – Permission of Comprehensive Studies Program (CSP).
This CSP section, which covers the complete course syllabus, is designed
for students who want to be certain they are highly prepared for Biology
114 and are willing to devote the effort necessary to do so. Extra class
time is provided for in-depth analysis of central concepts. Therefore, enrollment
in this CSP section will entail laboratories exercises and discussion time
beyond the regular course requirements. 114. Introduction to Biology: Term B. Biol. 112. No credit is
granted to those who have completed 105. (4). (NS). The course is a continuation of Biology 112, including the following
topics: (a) evolutionary biology; (b) ecology and behavior; and (c) animal
biology (structure, function and diversity). Aims and format are stated
above for Biology 112. Students must attend their regularly assigned
laboratory/discussion section starting with the first week of the course, or their space may be given to someone else on the waiting list. For
information concerning the textbook and laboratory manual, contact bookstores.
Further information about this course can be obtained from the Biology 112/114
office in Room 1570 C.C. Little Building. (Hazlett, Oakley) 305. Genetics. Biol. 105 or 112 (or the equivalent). (4). (NS). This course is designed for students who are majoring in the natural
sciences, or who intend to apply for graduate or professional study in basic
or applied biological sciences. This introduction to genetics is divided
into three segments: nature and properties of genetic material, transmission
of genetic material, and function and regulation of genetic material. There
are three hours of lecture a week and one discussion section directed by
teaching assistants. The discussion sections are used to introduce relevant
new material, to expand on and review the lecture material, and to discuss
problem assignments. Grading is based on examinations covering the lecture
material, discussion material, reading assignments in the text, and problem
sets covered in the discussion sections. (Rizki, Grossman) 306. Introductory Genetics Laboratory. Prior or concurrent enrollment
in Biol. 305. (2). (NS). This laboratory course is intended for students who have taken or are
taking Genetics (Biology 305) and is designed to complement material covered
in that course. Students will be given the opportunity to use biological
materials and instruments utilized in genetic research. They will also do
experiments using a variety of genetic tests and collect and analyze data.
Each student will evaluate and interpret results independently. The experiments
will be done with Drosophila, fungi, bacteria and bacteriophage. One three-hour
laboratory session is scheduled per week, and another period is to be arranged.
Some work will have to be done outside regularly scheduled lab hours. The
laboratory will be open daily and evenings. In general, the experiments
(about six or seven in number) will be done by pairs of students, however, each student will be expected to keep his own lab notebook and to write
his own summarizing report for each experiment. Six written reports are
required during the term. Student evaluation will be based on performance
in laboratory, and written laboratory reports. This course is designed for
advanced students interested in genetics. (Gay) 320. Cellular Physiology. Biol. 112-114 or 105; Chem. 126 or the
equivalent. Organic chemistry is helpful but not required. Not open to students
who have completed Biol. 415. (3). (NS). This lecture course is designed to provide undergraduates with (1) understanding
of the basic functions of living cells, (2) appreciation for the experimental
and observational methods which have established current knowledge, and (3) awareness of contributions of molecular and cellular biology to other
areas of biological science and to human affairs. The interdependence of
cell function and cell structure is stressed. As far as possible, an effort
is made to phrase explanations in molecular terms and to provide insight
into how biological molecules are integrated into higher levels of organization.
Course content includes an introduction which stresses the essential unity
of cell functions throughout the biosphere, the organizational basis of
cell functions in prokaryotes and eukaryotes, and the basis of cell diversity.
The course also includes a brief overview of selected metabolic pathways;
energy transformations; flow of matter and information in biosynthesis (selected
aspects); biogenesis of supramolecular structure and orangelles; cell surfaces;
membrane structure, permeability and transport; secretion; the cell cycle
and cell division; cellular aspects of locomotion; intracellular regulatory
mechanisms; and special topics. This course provides a one-term core background
in cellular biology, molecular biology and related subjects. It is suitable
for concentrators and for other students wishing a one-term survey of this
subject matter. Students desiring more detailed treatment may elect the
two-term sequence Biology 411 and 415. Lecture notes and books containing
recommended readings will be on reserve at the Undergraduate Library. There
will be a textbook; purchase is optional. Each of two or three examinations
during the term include short-answer "factual" questions and also
several questions requiring brief explanatory paragraphs providing interpretation
of data or formulation or proof of a hypothesis. There will be a final exam.
In the past students have had considerable input into style and frequency
of examinations. For further questions contact the instructor. (Shappirio, 764-1491) 351. General Ecology. Biol. 112 and 114 (or the equivalent); and a laboratory course in chemistry. No credit to those who have complete Biology
350. (5). (NS). This course introduces the basic concepts and principles of ecology
as applied to the study of individuals, populations and communities of both
plants and animals. Course topics include the role of physical and biotic
factors influencing the distribution and abundance of organisms, dynamics
of single species populations, competitive, predator-prey, and mutualistic
interactions, community organization, ecological succession, evolutionary
aspects of ecology, and current applications of ecology to problems of environment
and resource management. Biology 351 is a suitable prerequisite for intermediate
and advanced courses in ecology. There are three lectures a week and one
discussion period. The laboratory meets one day a week for four hours at the Matthaei Botanical Gardens, 1800 Dixboro Road. Three field trips to
outlying study areas are included. Free bus transportation between the Main
Campus and the Botanical Gardens is provided. Two laboratory reports and two one-hour exams, plus a final examination, constitute the main basis
of evaluation. The required text is Ecology, by R.E. Ricklefs. (Rathcke, Goldberg) 411. Introductory Biochemistry. Biol. 105 or 112 (or the equivalent);
and Math. 113 or 115; and organic chemistry and physics. No credit is granted
to those who have completed Biol. Chem. 415. (4). (NS). The major objective of this course is to provide upper level undergraduates
and beginning graduate students in biology, physiology, cellular and molecular
biology, pharmacy, biological chemistry, pharmacology, toxicology, nutrition, physical education, microbiology, bioengineering, and other related areas
of biology with an appreciation of the molecular aspects basic to metabolism
in plants and animals. Emphasis is placed upon the physiological and dynamic
rather than upon the morphological or structural aspects of molecular biology.
Biochemistry is defined in the broad sense, i.e., that organizational
level of biology as described in molecular or chemical terms. This course
is directed toward those contemplating a career in some aspect of experimental
biology, including medicine, dentistry, and other professional areas. The
general subject matter includes amino acids, structures of protein, enzymes, carbohydrates, lipids, energetics, and the basic metabolism of biological
systems. The course is taught according to the methods of the Keller Plan, i.e., it is a self-paced, personalized system of instruction. Students
interact according to their own schedules with undergraduate proctors chosen
according to interest and ability to teach biochemistry to undergraduates.
The course is divided into logical units of material, and students are expected
to master the content of each unit. Upon the student's satisfaction that the unit material has been mastered, the student requests a quiz from
a proctor. Upon successful completion of material on the quiz, the student
is permitted to continue to the material of the next unit. Grades are assigned
according to number of units successfully completed by the end of the term, plus a factor derived from a combination of the midterm and final exams.
Each quiz is graded immediately upon its completion by both the proctor
and the student. This system is designed to take into consideration different
rates of individual learning as well as to eliminate unhealthy competition
among students. Proctors are available to help students approximately 60
hours per week. Several lectures dealing with biochemical topics are given
by the instructor. Material covered in these lectures represents an extension
of information in the course and is not the subject of examination. (Beyer) 412. Teaching Biochemistry by the Keller Plan. Biol. 411 and permission
of instructor. May not be included in any of the Biological Sciences concentration
programs. (3). (NS). (TUTORIAL). Biology 412 adheres to the old Chinese proverb: "I hear and I forget.
I see and I remember. I do and I understand." Undergraduates who previously
have taken an introductory biochemistry course act as proctors (tutors, TA's) for students currently taking Introductory Biochemistry (Biology 411).
Six hours per week (twelve hours in the Spring half-term) are spent helping
and quizzing Biology 411 students. In addition, proctors each provide two
mastery level, multi-choice questions for each course unit (30 total) from
which the instructor constructs the final examination and midterm examination
for both Biology 411 and 412. Proctors also prepare a report on a biochemical
discovery which they present to their peers, the 411 students, and the instructor.
The major roles of the proctors are to examine the students on their mastery
of unit material and to help the student requiring explanation supplementary
to the textbook. At the completion of an instructor-generated written quiz, the student and proctor grade the quiz together. The proctor asks the student
additional verbal questions generated by the proctor. The proctor passes
a student when, and if, the proctor feels the student has mastered the unit material. Student-proctor interactions are evaluated by the students.
The proctors are graded on the basis of the quality of their final and midterm
examination questions, their biochemical discovery session presentations, and their grades on the midterm and final examination. Proctors learn considerable
biochemistry by repeated teachings of unit materials and, in addition, profit
from their experience as teachers and evaluators. (Beyer) 414. Immunobiology. Organic chemistry and 16 credits of biology.
(3). (NS). This course provides upper level undergraduate and graduate students
with an introduction to immunochemistry as applied to diverse problems in
biology. The focus is on the nature of the antigen/antibody reaction, its
manifestations, the reagents and cells which are involved, and applications, rather than on clinical immunobiology. On completing the course students
should be able to read critically the literature concerning immunochemistry
in their area of study. Nine to twelve hours of background lectures are
followed by presentations of visiting immunobiologists. Exams include a
take-home exam and short quizzes. A term paper is required. This combines the current literature on immunochemistry with an area of interest to the
student. Evaluation is based on the interim exams, the term paper, and a
final (usually oral). Texts change rapidly because of constant development
in the field. (Nace) 443. Limnology: Freshwater Ecology. Advanced undergraduate or
graduate standing, with background in physics, chemistry, biology, or water-related
sciences. (3). (NS). Limnology is the study of lakes. Some of the topics covered in this
course are: the origin of lakes; the importance of physical and chemical
properties; the geochemical cycling of carbon, phosphorus, nitrogen, iron, and silicon; the ecology of aquatic bacteria, phytoplankton, zooplankton, benthos, macrophytes and fish; the pollution and eutrophication of lakes;
paleolimnology; food-chain dynamics; energy-flow; and experimental investigations
using whole lakes. Lectures are designed to provide the student with a basic
understanding of limnology in addition to presenting up to date information
from the current literature. Grades are based on examinations (no term paper).
Wetzel's Limnology, second edition, is the text. This course fulfills
concentration requirements in the area of Ecology and Evolution. The limnology
laboratory is offered as a separate course – Biology 444 – described below.
(Kilham and Lehman) 444. Limnology Laboratory. Prior or concurrent enrollment in Biol.
443 and permission of instructor. (3). (NS). The limnology laboratory is open to 12-15 students by permission of the instructor. Several field trips to local lakes will enable students
to master sampling and measurement techniques for acquiring physical, chemical, and biological data. Laboratory work will include chemical analysis of lake
water, taxonomy and counting methods for aquatic biota, and experimental
methods applicable to lake plankton communities. (Kilham and Lehman) 445. Evolution and Systematics. Biol. 112-114 and 305, or permission
of instructor. (4). (NS). Biology 445 is an overview of contemporary issues in evolution and systematics
- the processes and patterns that account for organic diversity. The following
topics are emphasized in lecture and discussion sections: (1) phylogenetic
systematics; (2) vicariance biogeography; (3) coevolution; (4) epigenetics, heterochrony and other sources of macroevolutionary phenomena; (5) punctuated
equilibrium; (6) effect hypothesis; (7) levels of selection, including organelles
and species selection; (8) philosophy and covering theories; and (9) species
as individuals or classes. Most reading assignments involve original literature.
(Kluge) 456. The Ecology of Agroecosystems. A course in ecology and Math.
115 or equivalent. (3). (NS). An analysis of ecological principles as they apply to agricultural ecosystems, emphasizing theoretical aspects but also covering empirical results of critical
experiments. While the emphasis is on principles, practical applicability
is also explored where appropriate. Physical, biological, and social forces
will be integrated as necessary. Designed as preparation for active research
in agroecosystem ecology. (Vandermeer) 470. Patterns in Evolutionary Ecology. Two laboratory courses
in biology. (3). (NS). This course will present modern theories of the evolution of ecological
characteristics of animals and plants, chiefly at the population level.
We will study the influence of natural selection upon birth rates, brood
size, parental care, feeding strategies, competitive relations, polymorphism, mimicry, dispersal, habitat selection, etc. The evidence for these theories
from laboratory and field studies will be critically examined. There will
be two hours of lectures and one hour of discussion each week. A previous
ecology course is strongly recommended. Evaluation will be based on two
term papers, discussions and a short final exam. (Grant) 473. Mathematical Analogies in Evolutionary Biology. Two courses
in biology; and Math. 114 or 116, or the equivalent. (4). (NS). This course is intended primarily for juniors, seniors, and graduate
students who desire a better understanding of mathematics applied to evolutionary
biology, and who wish to read and criticize published papers in this field
with more confidence. In lectures on Tuesdays and Thursdays, mathematical
ideas are made understandable mostly by examples and intuitive arguments.
On Mondays following a short quiz, applications of mathematical ideas are
examined through student presentations and discussions of published articles.
Central to the course are the role of theory in scientific method, and the
formulation and testing of quantitative theory in evolutionary biology.
The term project provides each student, whether weak or strong in quantitative
background, the opportunity to invent a mathematical analogy that will challenge
his or her creativity. Grading is based on class participation, weekly quizzes, and term project. (Estabrook) 475. Evolution and Human Behavior. Introductory biology and upperclass
standing. (3). (NS). This course explores the sense in which human behavior may be appropriately
viewed as an outcome of the process of organic evolution by natural selection, and the consequences of this proposition. The principles of modern evolutionary
biology are outlined, with special reference to topics like sexuality, senescence, parental care, nepotism, and social reciprocity. Theories of cultural change
and learning are discussed in relation to evolutionary arguments, and efforts
are made to relate cultural patterns and the results of experimental psychology
to the human background of evolution by natural selection. The significance
of evolutionary considerations for concepts of ethics, morality, and justice
are explored. This course alternates with Zoology 475. A special discussion
section will be arranged for students interested in animal behavior. (Alexander
and Flinn) 511. Current Topics in Molecular Biology. Biol. 411; a course
in cellular and molecular biology or microbiology strongly recommended.
(2). The course requires seminar presentations by students enrolled and readings
from the original biological literature. A course in biochemistry is required.
Courses in cellular and molecular biology or microbiology are recommended
but not required. (Jones) 518. Bioenergetics. A course in biochemistry and permission of
instructor. (3). Bioenergetics deals with the mechanisms by which mitochondrial and chloroplast
electron transport reactions generate ATP. The course will include comprehensive
coverage of the following topics: (1) elementary thermodynamics; (2) the
biochemistry of metalloenzymes, flavocoenzymes, and quinones; (3) mechanisms
of electron transport in mitochondria and chloroplasts; (4) structure and function of coupling enzymes; and (5) chemiosmotic and conformational coupling
hypotheses. The course consists of lectures by the instructor and in-class
discussion of outside reading assignments. There will be two examinations
during the term and a final. Students should have access to an up-to-date
biochemistry text such as Lehninger (2nd edition). In addition, three paperback
books will be used: I.M. Klotz, Energy Changes in Biochemical Reactions
(Academic Press); Lehninger, Bioenergetics (Benjamin); and Krogmann,
Biochemistry of Green Plants (Prentice-Hall). (Charles Yocum) 567. Topics in Molecular Evolution. Permission of instructor.
(3). (Excl). Topics in Molecular Evolution: MOLECULAR METHODS IN SYSTEMATIC BIOLOGY.
This year we will examine the usefulness of molecular analysis for studies
of systematics and evolution, beginning with a brief survey of the classes
of molecules available and an evaluation of their relative merits. The use
of informational macromolecules (DNA, RNA and proteins) will be emphasized.
We will discuss strengths and weaknesses of various analytical techniques, the kind of data that each provides, and various ways devised for handling
and interpreting the data. Both practical and theoretical considerations
will be addressed. The techniques covered will include protein electrophoresis, immunological methods, peptide analysis, protein sequencing, DNA hybridization, restriction enzyme analysis of DNA, DNA sequencing, comparison of structural
features of DNA, structural analysis of chromosomes, and RNA oligonucleotide
analysis. Laboratory exercises and demonstrations will include preparation
and electrophoresis of proteins and DNA, DNA hybridization, DNA sequencing, and chromosome manipulations. A strong background in systematic and evolutionary
biology is a prerequisite. Student evaluations will be based on examinations, problem sets and a research paper. (Brown and Patton) 575. Biological Electron Microscopy. Sixteen credits of biology
or graduate standing, and permission of instructor. (4). The objective of this course is to teach basic techniques applied in
biological electron microscopy. The following topics are taught: tissue
exposure, fixation and fixatives, embedding and embedding media, sectioning, staining methods, the use of the transmission electron microscope, taking
photographs with the electron microscope, and printing and darkroom techniques.
The theoretical aspects of these topics are covered in lectures. The practical
part is taught in the laboratory and there are discussions of electron micrographs
taken by students. The students are required to do some additional practicing
in the laboratory (about 14 hours a week). There is a midterm laboratory
practical exam and a lecture exam on the use of the electron microscope
and its theory. At the end of the term students submit a report of the project they were working on and a 10x14" high quality electron micrograph
of their own material. These assignments form the basis for student evaluation.
There is no special background necessary, although some knowledge of electronics
and histology is helpful. Two textbooks are used in the course: Meek, Practical
Electron Microscopy for Biologists; and Hayat, Principles and Techniques
of Electron Microscopy, Volume I. (Baic) Courses in Botany (Division 331)
102. Practical Botany. (4). (NS). This course is a basic course in learning how to grow and to use plants.
The main topics in lecture and laboratory include landscaping principles
and design; propagation of plants by cuttings, bulbs, tubers and corms and by grafting and budding; edible wild plants; seed germination; plant breeding;
growing house plants, crop plants, vegetables, and flowers; methods of making
compost; soils and their improvement; uses of fertilizers; hydroponics;
pests and their control; plant pruning, including bonsai; and wine and beer
making. There are field trips which emphasize ecology, wild edible plants, and poisonous and medicinal plants, as well as a visit to a local commercial
orchid grower's greenhouse. One of the highlights of the course is a natural
food and edible wild plants dinner. There is one lecture plus two discussion
periods and six hours of laboratory at the Botanical Gardens each week.
(Kaufman) 230/Nat. Res. 230. Woody Plants I: Biology and Recognition. (4).
(NS). The identification of trees, shrubs, and vines is the basis for the
study of their biology and ecology. Identification is taught during one
afternoon field trip per week. Woody plants are studied in their natural
habitats and communities – oak-hickory forests, beech-maple forests, river
floodplain community, swamps, and bogs. Non-native species and ornamental
plants are taught in Nichols Arboretum, Main Campus, and Saginaw Forest.
An introduction to the biology and ecology of woody plants is given in lectures.
Topics include vegetative and reproductive morphology, fruit types, life
history, forest ecology, variation, systematics, conifers, and winter identification.
Also discussed are important trees of southern and western U.S., of Europe, and the Tropics. Laboratories (field trips) are scheduled from 1:00 to 6:00
p.m. once a week. No single text is available for the entire course. For
identification, the student should supplement field notes with readings
from a standard dendrology book. Lecture material based in part on Spurr
and Barnes, Forest Ecology. Grading based 60% on field quizzes and exams (8) and indoor identification exams (2); 40% on lecture (2 hour exams).
(Wagner) 281. Introductory Plant Physiology Lectures. Biol. 105 or Biol.
112 and 114 (or the equivalent); college physics recommended. (3). (NS). This course is intended for students planning to concentrate in plant
sciences (cell and molecular biology or botany). The course introduces the
basic concepts for understanding how plants carry out vital functions and introduces students to the process of formulating and testing hypotheses
regarding the underlying mechanisms of plant functions. The contents of the lectures fall into three main categories: (1) plant cell physiology
which covers enzymes action, respiratory and carbohydrate metabolism, photosynthesis
and nitrogen metabolism; (2) transport phenomena, including plant nutrition, ion uptake, water relations, transpiration and translocation; and (3) plant
growth and development, including the action of growth hormones, light effects
on plant developments, photoperiodic control of flowering, and dormancy.
This course is offered only in the Fall terms. (Charles Yocum and Conrad Yocum) 282. Plant Physiology Laboratory. Prior or concurrent enrollment
in Botany 281. (2). (NS). This laboratory course is intended to provide experience with some of the variety of approaches used in contemporary plant physiology research.
The laboratory experiments will focus on the three main categories covered
in Biology 381: (1) plant physiology, (2) transport phenomena and (3) growth
and development. Biology 381 must have been taken prior or concurrently
with this course. This course is only offered in the Fall terms. (Frasch) 403. Economic Botany. An introductory botany or biology course.
(2). (NS). Botany 403 is open to students who have had an introductory course in
botany or biology and/or have an understanding of the basic concepts of
plant classification, structure, physiology and reproduction. The general
course objectives are to develop a knowledge of the botany, culture, origin, and improvement of cultivated plants and an understanding of the impact
of the cultivated plants on the political, economic, and social aspects
of our civilization. Topics include the major food crops, the origin of
agriculture, agricultural systems throughout the world, beverage, medicinal, and fiber plants, plant breeding, the origin and evolution of the cultivated
plants and agricultural resources and the population problem. The course
meets one evening per week for two hours. Lectures are supplemented with
slides and films. Two projects are required: an herbarium collection of
common edible wild plants or weeds and a term paper dealing with a topic
appropriate to the study of economic botany. A text is recommended for background
reading, supplementation of the lectures, and reference. In the Fall Term
of 1984, the class will meet on Tuesday and Thursday evenings from 7:00-8:30; the final exam will be given November 1 at 7:00 PM during the last scheduled
class meeting of the term. (Steiner) 439. Biology of the Algae. Biol. 105 or Biol. 112 (or the equivalent), or Bot. 207; or permission of instructor. (4). (NS). This course studies the very diverse group of plants collectively known
as "the algae", which includes the prokaryotic blue-green algae
and the eukaryotic green, golden, yellow-green, brown, and red algae as
well as the euglenoids, dinoflagellates, and cryptomonads. The framework
of the course is a systematic orientation, examining representative genera
from the various algal groups mostly from living material but also from
prepared slides and preserved material. It treats both freshwater and marine
types and includes identification, structure, reproduction, ecology, and their interrelationships. An evolutionary perspective is strived for, and a comparative approach is used. The use of algae as research tools is stressed
where appropriate. Two lectures and two laboratory sessions per week are
scheduled as well as two field trips during the term. The text is Bold and Wynne's Introduction to the Algae: Structure and Reproduction, 2nd
ed., 1984, Prentice-Hall. (Wynne) 447. Pteridology. Bot. 207 or 422; or permission of instructor.
(4). (NS). The biology and systematics of whiskferns, clubmosses, spikemosses, quillworts, horsetails, adder's-tongues, grapeferns, curly-grasses, climbing
ferns, and common ferns – the lower vascular plants or pteridophytes. Emphasis
is upon the modern types that live today. They are studied in the field, the laboratory, and with illustrated lectures. Most of the field trips are
short – an afternoon or a single weekend day – but there will be two weekend
trips, one to Canada, the other to the Cumberland Plateau. In the laboratory there are demonstration specimens and microscope preparations. The lectures
cover the major groups, their biology, and evolutionary relationships. Tropical
as well as temperate genera will be taken up. Exotic types will be illustrated
by color projection slides taken in natural habitats. Special stress is
given to ecology of the plants in the wild, especially processes of reproduction, and the class will find gametophytes. Methods of studying hybridization
and polyploidy using chromosomes will be taught, as well as literature and major research centers in this field. Students should have at least the
equivalent of Botany 207 or Botany 422, or the permission of the instructor.
Grading is based on quizzes and examinations. Only required book (for field):
J.T. Mickel, How to Know the Ferns and Fern Allies, W.C. Brown Co.
(Wagner) 488. Plant Constituents and their Functions. Biol. 105 or 114
and one term of organic chemistry. (2). (NS). A different kind of study of plants for students interested in the special
functional and economic aspects of plant chemical constituents and plant-plant
or plant-animal interactions. This course will survey the major secondary
compounds in plants, their functions in plants and their effects on animals.
These compounds will be grouped primarily on a functional rather than a
structural basis. Pigments, fragrances, hormones, allelopathic agents, toxins
(including mycotoxins and carcinogens), medicinal compounds, hallucinogens, plant defenses against pathogens, and others will be considered in terms
of their value to plants, their mode of action, and their evolution or potential
use as phyletic markers. This courses will be offered only in alternate
years. (Nooden) 532. Aquatic Flowering Plants. Written permission of instructor
and Bot. 422 or the equivalent. (3). This course aims to provide familiarity with the local aquatic vascular
plants (both submersed and emergent species), with the kinds of characters
used in their identification (regardless of region), and with the natural
history of these plants through field experience and indoor discussion-laboratory
sessions. Adaptations to aquatic existence, pollination, aquatic "weeds,"
and uses of aquatics by wildlife and people are among the topics considered.
The first five weeks consist of field trips, including one all-day Saturday
trip to marshes of Lake Erie. Indoor discussions later in the season are thus based on some firsthand observation, although the field work is oriented
primarily toward recognition of about 150 species. Indoor work includes
identification of some additional species and consideration of other topics, aided by a study herbarium for the course, demonstration materials (dry, pickled, and fresh), color slides, and literature "on reserve"
in the lab. Fassett's Manual of Aquatic Plants is the only required
text; handouts include a bibliography and suggested readings, which are
available in the lab. Checklists of expected species are distributed for
each field trip. A hand lens is essential in the field. Grading is based
on identification and essay/short-answer exams on general topics; there
is no term paper. Enrollment is limited to eight, and a waiting list is
maintained by the instructor (in 2012 NUB), from whom more complete information
is available. (Voss) Courses in Zoology (Division 499) 351. Vertebrate Biology and Structure. Biol. 105, or Biol. 112 and 114; or the equivalent. (6). (NS). Lectures focusing on the origin, evolution, and biology of the chordates, with particular emphasis on vertebrates. The evolution of the structure
in the major functional systems of protochordates and vertebrates is examined
in the laboratory, primarily through dissection of a series of selected
vertebrates. The laboratory also includes demonstrations, film presentations, and a museum field trip. (Gans and Northcutt) 420. Lectures in Metabolic and Regulatory Physiology. Biol. 105, or Biol 112 and 114; Math 113 or 115; organic chemistry; physics. Students
who have completed Zool. 325 must obtain permission of the instructor. (3).
(NS). This course is designed to acquaint students with the aims, concepts, and methods of comparative physiology through consideration of metabolic
physiology and physiological regulation. Topics covered from a comparative
standpoint include: aerobiosis and anaerobiosis, respiratory mechanisms
and gas transport, circulation, nitrogen excretion, ionic and osmotic regulation, acid-base balance, and temperature regulation. Physiological adaptation
to the environment in the course and a number of examples of it are discussed.
Three lectures a week are presented and these are supplemented by assigned
readings from a required textbook. There are three one-hour examinations
(100 points each) and a final examination (125 points). (Dawson) 421. Laboratory in Metabolic and Regulatory Physiology. Accompanied
by Zool. 420. (5). (NS). The laboratory sessions permit work with a number of species of invertebrates
and vertebrates in experiments dealing with energy metabolism, respiration
and gas transport, circulation, ionic and osmotic regulation, and temperature
responses. The laboratory consists of two three-hour periods, with each
section limited to twenty students. Laboratory instructions specifically
written for Zoology 421 are used. The last two weeks of the laboratory are
devoted to independent research projects designed by the students in consultation
with the laboratory staff. Students prepare laboratory reports that involve
consultation of the original literature. (Dawson) 428. Endocrinology. Biol. 105 or 112 and 114; a course in physiology
(cellular, general or comparative); organic chemistry. (3). (NS). This course is a comparative study of animal endocrine functions with
emphasis on the evolution of hormonal control, the cellular origin and chemical
nature of hormones, their physiological actions in organisms and the biochemical
mechanisms of hormone action. The course will concentrate on the endocrine
systems of vertebrates but will also consider those of invertebrates. Individuals
interested in the human or clinical aspects of hormones would be better
served by any of several courses offered by various units of the Medical
School. Other courses, including Zoology 581-582, treat mammalian reproductive
endocrinology in detail. Instruction in Zoology 428 assumes a basic familiarity
with General and Comparative Physiology. Training in Chemistry through Organic
is essential and a course in Biochemistry would be helpful. (Doneen) 430. Endocrinology Laboratory. Prior or concurrent enrollment
in Zool. 428; and permission of instructor. (2). (NS). This laboratory course must be taken concurrently with the companion
lecture course, Zoology 428. Enrollment is limited to twenty students. Lab
work will emphasize modern techniques in the identification, isolation, and mechanisms of action of hormones. Two three-hour lab periods are scheduled
each week; the nature of biological systems, however, makes it advisable
to anticipate an additional three hours of lab time at various (and occasionally
odd) times in the week. (Doneen) 437. Biology of Invertebrates. Biol. 112 and 114 (or the equivalent), or introductory geology and two additional natural science courses. (5).
(NS). The invertebrate phyla represent about 90% of the species of animals
alive today. Zoology 437 surveys the biology of these groups with special
emphasis on particularities of morphology, cytology, physiology and ecology
which account for the fact that major discoveries in these fields have utilized
advantages offered by various invertebrates' systems. An example is the
use of giant squid axons in nerve physiology. In the laboratory, live specimens
are provided for as many groups as possible; standard dissections are made, and the theory and use of the microscope are considered. Evaluation is by
laboratory practicals and lecture exams. (Cather) 442. Biology of Insects. Any college-level biology course. (4).
(NS). This is a general course which covers information concerning four-fifths
of the Animal Kingdom and is intended to give some perspective on invertebrate
systems as opposed to the more usual emphasis on vertebrate animals. The
emphasis is on the whole animal – what it is, what it does, how it does
it, how it got there. In lectures the wealth of information and generalizations
gathered from insects concerning all major aspects of biology are discussed.
In the laboratory, observation and description of behavior of living insects, natural history and ecology, collection and observation of living insects
in their natural habitats, and recognition of orders and families are emphasized.
This course is an introduction to specialization in all aspects of biology
in which insects are appropriate experimental organisms and an introduction
to the appreciation and enjoyment of living animals. The following topics
are discussed, with special emphasis on aspects recently treated in research
publications: synopsis of orders; general functional anatomy and morphology;
regulation of activity and nervous organization; regulation of development
and molting; ovarian and egg structure; embryology; digestion, nutrition, excretion, and respiration in insects; genetics, sex determination, mimicry, and insecticide resistance; social organization in insects; zoogeography, geographic variation, and species; geological history and evolutionary relationships
of insects; insect flight. The laboratory work encompasses a more unified
scope. The only prerequisites for this course are an introductory college
course in biology or zoology and an interest in understanding living organisms.
There are two one-hour lecture periods and two three-hour laboratory periods
per week. Only one text, Borror, DeLong and Triplehorn's An Introduction
to the Study of Insects, is required for both lecture and laboratory.
Except for preparing an insect collection and some collecting, outside work
is at a minimum. There is one essay hour exam and a final essay exam in
lecture, which are comprehensive in nature; and a minimum of four one-hour
practical examinations in laboratory. (T. Moore) 450. Biology of Amphibians and Reptiles. Biol. 105 or 114. (4).
(NS). Lectures on the evolution, behavior, ecology, and life history of amphibians
and reptiles. Laboratory exercises and field trips emphasize identification, life history, adaptations, and field methods. (Nussbaum) 481. Vertebrate Developmental Biology. Eight credits in biology;
Zool. 252 or 351 is recommended. (3). (NS). Development is progressive change from the time of conception until
death. Lectures will survey the anatomy of the developing individual (descriptive
development) and also the mechanisms of development (experimental analysis
of development). The course seeks to answer such questions as: How do cells, tissues and organs interact to form an organism? What regulates form, size
and longevity? The first third of the course covers the progress of development
from the time of fertilization until birth. Topics during the middle third
include growth, differentiation, genetic control, cell interactions, induction, transplantation immunity, regeneration, metamorphosis, cancer, teratology, aging and death. The last third surveys the development of organ systems
in the human. The laboratory course, Zoology 482, may be taken concurrently.
Grading is based on performance in two midterm examinations, a final examination, and a submitted abstract and review on a topic chosen by the student. Lecture
outlines with references are distributed as guides to library sources of
information. (Kemp) 482. Laboratory in Developmental Biology. Prior or concurrent
enrollment in Zool. 481. (2). (NS). The laboratory in developmental biology provides practical experience
in studying developmental anatomy and physiology. Early stages of development, including gametogenesis, fertilization, cleavage, gastrulation and neurulation, are studied from a variety of embryos. Organogenesis is studied in frog, chick and mouse embryos both from living embryos and from serial microscopic
sections. Experiments illustrating microsurgery, tissue culture, transplantation, teratology and metamorphosis supplement the microscopic analysis. The course
is designed to accompany Zoology 481. Grading is based on quizzes, which
may be given at any period, and on three principal examinations covering
major segments of the work. The laboratory sessions are three-hour periods
twice weekly. (Kemp) Courses in Chemistry (Division 334)
107. 2.5 General Chemistry. Three years of high school math or Math.
105, and permission of instructor. (2). (Excl). Chemistry 107 is the first part of a three course sequence (107, 108, 109) taken during the Fall, Winter, and Spring Terms. It is equivalent to
Chemistry 123, 125, 126 and is intended for students who would benefit most
by taking general chemistry over a longer period of time. 120. General and Organic Chemistry: Structure and Transformations of
Matter. Three years of high school mathematics; one year of high
school chemistry; and admission into the INTEFLEX program. (5). (NS). Chemistry 120 is the first course of a three course sequence (Chemistry
120, 220, and 221) which emphasizes selected aspects of general and organic
chemistry for students admitted to the INTEFLEX program. The course consists
of four lectures, one discussion and one four-hour laboratory per week. 123. General and Inorganic Chemistry: Structure of Matter. Three
years of high school mathematics or mathematics through 105. (3). (NS). Chemistry 123 is the first term chemistry course in the (123 or 124)/125/126
sequence. Chemistry 125 and 126 are taken second semester. Chemistry 123
consists of three lectures and an optional help session with the professor
plus one discussion session with a teaching assistant per week. Topics covered
include stoichiometry, periodic properties, gases, quantum theory, electronic
structure, covalent bonding, introduction to organic chemistry and nuclear
chemistry. There are three one-hour examinations (Tuesday nights) and a
final examination (as listed in the Winter Time Schedule). 124. General and Inorganic Chemistry: Structure of Matter. Three
years of high school mathematics and a strong background in high school
chemistry validated by a satisfactory grade on a placement test administered
(each term) during orientation. Chem. 125 to be elected concurrently. (3).
(NS). Students are placed into Chemistry 124 on the basis of examinations
given during Orientation. Chemistry 124 is elected with Chemistry 125 as the first term of the (124 or 123)/125/126 sequence. The topics in 123 and 124 and the final examinations are nearly the same. Topics are covered in
greater depth in 124. There are three lectures and one discussion period
with a teaching assistant per week. Topics covered include stoichiometry, periodic properties, gases, quantum theory, electronic structure, covalent
bonding, introduction to organic chemistry and nuclear chemistry. There
are three one-hour examinations (Tuesday nights) and a final exam as listed
in the Fall Time Schedule. 125. General and Inorganic Chemistry: Laboratory. To be elected
by students who have completed Chem. 123 or are eligible for (or enrolled
in) Chem. 124. (2). (NS). This course is a part of the (123 or 124)/125/126 sequence and is intended
to be elected with Chemistry 124 (in the 124/126 sequence) or with Chemistry
126 (in the 123/126 sequence). The format consists of one lecture and one
four-hour laboratory each week. Computer simulations implemented on the
Commodore PET microcomputer are used to supplement the experiments. Part
of the last hour of the laboratory period is used to discuss the laboratory
work just completed. Special emphasis is placed on quantitative measurements, inferences from experimental observations, and properties of inorganic substances.
Topics include gravimetric and volumetric analysis, equilibria, thermochemistry, kinetics, synthesis and qualitative analysis. There are two one-hour examinations
(Tuesday nights). 126. General and Inorganic Chemistry: Chemical Dynamics. Chem.
123 or 124; prior or concurrent enrollment in Chem. 125. (3). (NS). This course is a continuation of Chemistry 123 or 124 and should be
preceded or accompanied by Chemistry 125. The course has three lectures
and one discussion per week. Topics include thermodynamics, kinetics, equilibria, electrochemistry and coordination chemistry. There are three one-hour examinations
(Tuesday nights) and a final examination as listed in the Winter Time Schedule. 196. Honors General Chemistry. A strong background in high school
chemistry and mathematics; and permission of the Honors chemistry adviser
or the instructor. (5). (NS). This course is the first of a two course sequence (both Chemistry 196
and Chemistry 197 are prerequisite to organic chemistry) which is designed
for students who have strong high school science backgrounds as well as
a scientific orientation. It is particularly intended for students who plan
to concentrate in chemistry. Admission to the course is by permission of the Honors Chemistry Counselor (1210 Angell Hall). Students in Chemistry
196 usually score above 680 on the Chemistry CEEB or above the 85th percentile
on the Summer Orientation placement examination in chemistry and 650 or
higher on the SAT Math. Math 115, 185, or 195 should be elected concurrently.
The course format includes lecture/discussion with one four-hour laboratory
each week. Laboratory is organized around the department's Investigations
in General Chemistry as well as some individual handouts for optional
experiments. The lectures emphasize chemical principles (quantitative models, phases, atomic and molecular structure, and an introduction to chemical thermodynamics and equilibria) while the laboratory focuses on descriptive
chemistry and experimental techniques. 220. General and Organic Chemistry: Energetics and Properties of Matter. Chem. 120. (4). (NS). This course is the second of a two term lecture sequence in the basic
principles of organic chemistry. It is elected by preprofessional students
and by some chemistry concentrators. Chemistry concentrators are encouraged
to elect Chem. 294/295 (Honors); Inteflex students elect Chem. 220/221.
Chem. 225/226 requires skill in spatial relations, the ability to organize
important concepts. There are three lectures each week and a one-hour discussion.
The course grade is determined by a student's scores on three one-hour examinations
and a final examination. Inteflex students are scheduled as two groups for
discussion sections. 225. Organic Chemistry. Chem. 126 or 197 or 348. (4). (NS). This course is the first of a two term lecture sequence in the basic
principles of organic chemistry. It is elected by preprofessional students
and by some chemistry concentrators. Chemistry concentrators are encouraged
to elect Chemistry 294/295 (Honors); Inteflex students elect Chemistry 220/221.
Chemistry 225/226 requires skill in spatial relations, the ability to organize
information carefully and the ability to recognize important concepts. Chemistry
225, which establishes the conceptual framework upon which Chemistry 226
is based, describes the relationship between structure, energy and chemical
reactivity. There are three lectures each week and a one-hour discussion.
The course grade is determined by a student's scores on three one-hour examinations
and a final examination. 226. Organic Chemistry. Chem. 225; and concurrent enrollment in
Chem. 227. (3). (NS). This course is a continuation of Chemistry 225 and emphasizes functional
group chemistry. Some attention is given to biochemistry and to the chemistry
of natural products, especially the chemistry of carbohydrates and proteins.
The course format is three lectures each week, and the final grade is based
on three one-hour examinations and a final examination. 227. Organic Chemistry Laboratory. Chem. 225. (2). (NS). This course is a one term introduction to organic laboratory techniques
and enables students to experience organic chemistry as a real science.
Chemistry 227 is elected concurrently with Chemistry 226 and reinforces
concepts developed in Chemistry 225/226 lectures. Wet chemical methods are
emphasized, but there is some opportunity to identify organic materials
or components of mixtures with the help of spectroscopic information (IR
and NMR). The course grade is based upon laboratory work and written examinations. 228. Organic Chemistry. Chem. 226 and 227. (2). (NS). This course is a one term organic laboratory course which introduces
students to certain synthetic and manipulative techniques not taught in
Chemistry 227. Course topics include gas chromatography, thin-layer chromatography, infrared spectroscopy, reactions run in inert atmospheres and distillation
under reduced pressures. The course also includes instruction and practice
in the use of the chemical literature. The final grade is based on laboratory
performance mainly. 294. Honors Organic Chemistry. Chem. 126 or 197 or 348, Math.
116 or 186, and permission of instructor. (5). (NS). See Chemistry 225/226/227/228 for a general description. 300. Principles of Chemical Instrumentation. Physics 240 and 241.
(3). (NS). This laboratory course introduces the components of modern chemical
instrumentation. The major emphasis is on signal conditioning electronics
and digital processing (wired logic microcomputer methods). The first 40%
of the course consists of characterizations of discrete elements (resistors, capacitors, inductors, diodes, transformers, and transistors) in student-constructed
circuits. The next 30% treats more complex circuits (power supplies, operational
amplifiers, and TTL integrated circuits). The last part treats other complex
circuits (analog-to-digital conversion, wave shaping, digital interfacing
and communication, and microcomputer operations) and may include special
projects chosen by individual students. The circuits include several types
of transducers but a systematic treatment of these elements is not attempted.
Although lectures are given during the first eight weeks of the term (during the first lab meeting each week), the emphasis is on work in the laboratory.
Evaluation is based on laboratory work (70%), written and oral reports on the last unit (15%), and work directly related to lecture (15%, primarily
assigned problems). 319. Independent Study. Chem. 126 or 197 or 348; and permission
of instructor. (1-4). (Excl). (INDEPENDENT). May be elected for a total
of 4 credits. Research in an area of interest to, and supervised by, a Departmental
faculty member. Exact details such as nature of the research, level of involvement
of the student, credit hours awarded and criteria for grading are individually
determined in consultation with the faculty member. 346. Quantitative Analysis. Chem. 126; organic chemistry is recommended.
(3). (NS). This course in analytical chemistry is designed for nonchemistry concentrators
and is elected primarily by zoology, medical technology, microbiology, and other biological and health science oriented students. The subject matter
of the course is based on the practice of quantitative analytical chemistry
which consists of a sequence of four basic operations: (1) selection of
a representative sample; (2) preparation of the sample for measurement (which
frequently involves physical separation); (3) measurement of the desired
constituent; and (4) calculation, evaluation, and interpretation of the
data obtained in terms of the objective for which the analysis was done.
The lectures in the course emphasize the theoretical and practical fundamentals
underlying (1) important types of solution equilibria including acid-base, complexation, and redox; (2) separation approaches including precipitation, chromatography, and extraction; and (3) measurement techniques including
methods based on mass, chemical reactivity (e.g., titration), and electrical
and optical properties. The manner in which these concepts and processes
are applied to obtain useful information about the composition of materials
is considered, including the problem of sampling and the statistical evaluation
of analytical data. The course grade is usually based on performance in the best ten of thirteen weekly thirty minute examinations. Three lectures
per week. 347. Experimental Methods of Quantitative Analysis. Prior or concurrent
enrollment in Chem. 346. (2). (NS) One lecture per week with two laboratory meetings per week. Work is
self-paced on an individual and/or group basis. Experiments include the
use of spectrophotometers, gas chromatographs, indicator methods, and potentiometric
methods involving pH and ion-selective electrodes. A laboratory manual is
required and is available through the Chemistry Stores dispensing window
on the Chemistry Building loading dock. 348. Quantitative Analytical Chemistry. Chem. 125 and 126; or the equivalent. (4). (NS) Chemistry 348 is identical to 197 and is elected by students with advanced
standing or credit for Chemistry 123 (124), 125, 126 or its equivalent for
4 credits. Analytical chemistry is emphasized in 348. Topics include statistics, chemical equilibrium (weak acid-base, complexation, solubility), potentiometry, phase equilibrium and chromatography, optical methods of analysis, and radioactive
and kinetic methods of analysis. Three lectures and two laboratory periods
per week. Weekly short quizzes are given (12 total of which the two lowest
for each student are omitted from the final total) in lieu of exams; no
final exam. The text is Chemical Separation and Measurements by Peters, et al. A laboratory manual is also required and is available at the
Chemistry Stores dispensing window on the Chemistry Building loading dock. 391. Honors Physical Chemistry Laboratory. Chem. 197, 300, or
348, and prior or concurrent enrollment in Chem. 397. (2). (NS). This course has two principal objectives: (1) to acquaint the student
with the laboratory aspect of physical chemistry in order to give a different
perspective to the theoretical concepts discussed in the basic lecture course;
and (2), to improve the sophistication of the student with respect to the
nature of physical measurements, the errors associated with the measurements, and how these errors may be treated in a systematic fashion. 392. Honors Physical Chemistry Laboratory. Chem. 391. (2). (NS). Chemistry 392 is a continuation of Chemistry 391 with more advanced
experiments. These experiments are often less structured than those in Chemistry
391 and thus offer a greater opportunity for individual initiative. 396. Honors Physical Chemistry. Chem. 226 and 227, or Chem. 295;
Math. 216 or 286, Phys. 240 and 241; and permission of instructor or chemistry
Honors adviser. (4). (NS). First course in a two part series in physical chemistry for Honors students
and chemistry concentrators. Other students elect the chemistry 468 and 469 series. Lectures and discussions. 399. Honors Introduction to Research. Permission of a chemistry
concentration adviser and the professor who will supervise the research.
(1-3). (Excl). (INDEPENDENT). May be elected for a total of 4 credits during
junior or senior year. Same as Chem. 319 except that Chem. 399 is the Honors degree equivalent.
Elected in the junior or senior year, this course culminates in the senior thesis, a requirement for the Honors degree. 403. Inorganic Chemistry. Chem. 197 or 348, or 346 and 347, and prior or concurrent enrollment in Chem. 469. (3). (NS). The purpose of this course is to acquaint students with the development
and use of various theories, concepts, and models useful in explaining reactivity
and structures of inorganic systems. Descriptive chemistry will also be
discussed systematically within such a framework. Students will be responsible
for assigned material from the text as well as additional selections from
reserved material in the Chemistry Library. Text: To be announced. 413. Inorganic Chemistry Laboratory. Prior or concurrent enrollment
in Chem. 403. (2). (NS). Chemistry 413 is designed to introduce the student to a variety of inorganic
preparations and techniques, including high temperature solid state reactions, vacuum line techniques, electrochemical syntheses, air exclusion techniques, photochemical preparations, magnetic susceptibility, and mass spectral measurements.
Compounds prepared include organo-transition metal derivatives, classical
coordination complexes, magnetic solids, Lewis acid-base adducts, and main
group compounds. Toward the end of the term, short research projects may
be undertaken. Text: R. J. Angelici, Synthesis and Technique in Inorganic
Chemistry. 425. Qualitative Organic Chemistry. Chem. 228 or 295. (5).
(NS). This is a course in the systematic identification of organic compounds
by chemical and spectroscopic methods. Two lecture periods per week; heavy
laboratory commitment. The laboratory gives experience in separation, purification, and characterization of organic compounds. There is heavy use of the primary
chemical literature. Grade is based on laboratory work, identification of
compounds, and written examinations. 447. Physical Methods of Analysis. Chem. 197 or 348, and 225.
(3). (NS). The objective of the course is to acquaint students with the conceptual
and methodological principles of contemporary analytical chemistry, beyond the level to which the students have been exposed in Chemistry 197 or 348, and to introduce the students to the utilization of these principles in
solving the types of problems which are currently of interest in chemistry
and allied areas. The course meets three times per week. Duplicated lecture
outlines and illustrative material for each topic are distributed. Sets
of numerical and other problems are assigned periodically; these are intended
as a review and self-help mechanism and are not collected, but solutions
and answers are distributed. The lectures generally emphasize the following: theoretical basis of the measurement and separation technics used in contemporary
analytical chemistry; application of these technics to the study and solution
of important classes of problems in science, e.g., ascertainment of compositional
information, evaluation of interaction between chemical species and determination
of molecular structure; basic features of the instrumentation used (details
of instrument construction and operation, in so far as they should be covered, are left to other courses such as Chemistry 300 and 448). The treatment
of an area is commonly unified with specific technics being used as illustrative
examples, e.g., in photometry, which can be conveniently treated from a
general approach, flame photometry, atomic absorption, emission spectroscopy
and x-ray fluorescence are briefly considered in a review of the origins
of spectra as an example of means for determining elemental composition
with differing independence of matrix composition. Chemistry 447 provides
a good opportunity for the students to synthesize their previous experience
and knowledge of chemistry, physics and mathematics into a coherent approach
to the study of chemical species and systems, and to the resolution of chemical
problems. The current text is Principles of Instrumental Analysis,
Skoog and West; Saunders; 2nd ed. References to pertinent material in other
books are provided; these books are placed on reserve in the Chemistry Library. 448. Physical Methods Laboratory. Chem. 300 and prior or concurrent
enrollment in Chem. 447. (2). (NS). Chemistry 448 provides "hands-on" experience with a variety
of modern analytical instruments and the chemistry which supports them.
Procedures of importance in such areas as pollution control or clinical
analysis are used to illustrate the application and operation of most instruments.
Techniques employed may include UV-visible spectrophotometry, fluorimetry, atomic absorption spectroscopy, Raman spectroscopy, electrophoresis, gas
chromatography and polarography. An introduction to computer-aided experimentation
is provided. Written reports are required for each procedure carried out.
There are no midterm or final examinations. 468. Physical Chemistry. Phys. 240 and 241, Math. 216, and prior
enrollment in three terms of chemistry. (4). (NS). This course is the first of a two-term lecture sequence in physical
chemistry (Chemistry 468 and 469). The course is normally elected by students
in programs requiring two semesters of physical chemistry, such as Chemistry, Chemical Engineering, Cellular Biology, etc. (A one-semester treatment of
physical chemistry on a somewhat lower level is given in Chemistry 365.)
The topics covered in Chemistry 468 are properties of gases, equations of
state, the laws of thermodynamics with application to chemical and phase
equilibria, solutions and electrochemistry. 469. Physical Chemistry. Phys. 240 and 241, Math. 216, and prior
enrollment in three terms of chemistry. (4). (NS). This course is the second of the regular two-term sequence in physical
chemistry (Chemistry 468 and 469). The topics include quantum chemistry, molecular structure and spectroscopy. 481. Physicochemical Measurements. Chem. 197 or 347 or 348 and 396 or 468. If advanced standing is granted for part of the work, Chemistry
481 may be elected for one credit with permission of instructor. (2). (NS). The course has two principal objectives. The first is to acquaint the
student with the laboratory aspect of physical chemistry in order to give
a different perspective to the theoretical concepts discussed in the basic
lecture course. The second is to improve the sophistication of the student
with respect to the nature of physical measurements, the errors associated
with the measurements, and how these errors may be treated in a systematic
fashion. Prerequisite: Chemistry 468; the course should be preceded
or accompanied by Chemistry 469. Text: Shoemaker & Garland, Experiments
in Physical Chemistry, McGraw-Hill, 3rd Ed. 482. Physicochemical Measurements. Chem. 300 and Chem 481. If
advanced standing is granted for part of the work, Chemistry 482 may be
elected for one credit with permission of instructor. (2). (NS). Chemistry 482 is a continuation of Chemistry 481 with more advanced
experiments. These often are less structured than those in Chemistry 481
and thus offer a greater opportunity for individual initiative. 507. Inorganic Chemistry. Chem. 469 or 397. (3). (NS). Generalizations of the periodic table and their relationship to classical
and modern concepts of atomic and molecular structures. Particular topics
include inorganic stereochemistry, silicates, ligand field theory and coordination
complexes, main group chemistry, organometallic chemistry, homogeneous catalysis, and bioinorganic chemistry. 536/Chem. Eng. 536. Laboratory in Macromolecular Chemistry. Chem.
535 or Phys. 418; or permission of instructor. (2). (NS). Experimental techniques for the study of polymer properties in solution
will include viscosity, light scattering, NMR, optical rotary dispersion
and UV absorption; more complex methods such as dielectric behavior and ultracentrifugation will be illustrated by laboratory demonstration. Elasticity, solvent swelling and gas permeation will be used to characterize bulk polymerization
and the fractionization of polymers by chromatophic techniques will supplement those on polymer characterization. 538. Organic Chemistry of Macromolecules. Chem. 226 or 295. (2).
(NS). Chemistry of monomer and polymer synthesis; Mechanistristic analysis
of reactions. Stereochemistry of polymer structures both natural and synthetic.
Scope of subject matter: free radical and ionic polymerization, condensation
polymerization, ring opening and nonclassical polymerization. Special topics
from the recent literature. 540. Organic Principles. Chem. 228 and 469. (3). (NS). Principles of chemical binding, mechanisms of organic chemical reactions
and stereochemistry. The important types of organic reactions are discussed.
Basic principles are emphasized and relatively little attention is paid
to the scope and synthetic applications to the reactions. 570. Molecular Physical Chemistry. Chem. 468/469 or the equivalent.
(3). (NS). Designed as a terminal course for non-specialists and also in sequence
with Chemistry 666 as a full course for students specializing in physical
chemistry. Applications of wave mechanics to exactly solvable problems.
Elementary applications of operators, symmetry, and group theory. Electronic
structure of atoms and moleculars. Principles of molecular spectroscopy. Classical Studies 221/Hist. of Art 221. Introduction to Greek Archaeology. (4). (HU). This course surveys the history and art of Crete and Greece as revealed
by archaeology from the third millennium through the 4th century B.C. In the prehistoric period, particular attention is given to architectural and ceramic developments as well as to the crosscurrent of trade and economic
contacts among Asia Minor, Crete, and mainland Greece. Emphasis is also
given to the impact archaeology has had on views and theories of history: the destructions of the civilizations of Crete and Troy, the end of the
bronze age, the volcanic eruption of Thera. In the historic period, major
artistic developments in architecture, sculpture, and painting are considered
and special attention is given to social interpretations: temples as banks
and monasteries; sculpture as dedication, decoration, and commemorative
propaganda; architectural sculpture as realized myth. Discussions in the
sections will concentrate on the historical background, archaeological field
techniques, methods of dating and stratigraphy. The sections will meet in the Kelsey museum where it will be possible to work with the actual ancient
artifacts recovered in University of Michigan excavations. There are two
one hour examinations and a final as well as illustrated lectures and assigned
readings. (Pedley) 421/History of Art 421. Art and Archaeology of the Ancient Near East. One previous art history, anthropology, or classical archaeology course
recommended. (3). (HU). See History of Art 421. (Root) 427/Hist. of Art 427. Pompeii: Its Life and Art. (3). (HU). The history of the city of Pompeii, from the Etruscan and Greek periods through its destruction by volcanic eruption in A.D. 79. Attention will
be paid to the development of the city plan, to architectural achievements
(in both the public and private sectors), to social stratification and mobility, to religious developments, artistic currents, and to political organization.
Throughout, attempts will be made to consider the particular ways in which
a knowledge of Pompeii contributes uniquely to a modern appreciation of
Roman civilization and culture; to this end, comparisons and contrasts with
other Roman cities – Ostia and Herculaneum – will be stressed. Finally, some attention will be given to the history of the excavations, and to the
contributions to 18th century artistic and cultural taste which resulted
from the rediscovery of this ancient Campanian city. There will be a midterm
and a final examination; and students will be expected to write a paper
on a Pompeian topic of their choosing. 539/Hist. of Art 539. Greek Architecture. Hist. of Art 101 and Class. Arch. 330; or permission of instructor. (3). (HU). This course is designed to acquaint the student with the chronological
and stylistic development of the major forms of Greek architecture, sacred
and secular, from the eighth through the second centuries B.C. The course
will be divided into a series of units each treating a specific building
type as it changed through time. Units will include the Doric temple, the
Ionic temple, and other sacred building forms such as the treasury; the
role of the stoa as an integrating architectural form of both sanctuary
and city will be considered. The development of other key architectural
forms – theater, bouleuterion, prytaneion, and other public building types
- will also be covered. The organizational principles of larger architectural
spaces in both city and sanctuary will also be discussed. Assigned texts
will be: W. B. Dinsmoor, The Architecture of Ancient Greece; J. J.
Coulton, Ancient Greek Architects at Work; and a set of about ten
articles relevant to specific topics. There will be a midterm and final
examination, unit quizzes, and three short(about 5 pages) research papers
on assigned topics. (Herbert) Classical Linguistics (Division 345) 504/Rom. Ling. 504. History of the Latin Language II: 1 – 600 A.D. Latin
221 or equivalent. (2). (HU). This course traces the history of the Latin language from early Imperial
Rome to the late Latin that merges into the Romance languages. Special emphasis
is given to phonology, morphology, syntax, and the lexicon as well as to the kind of usage that reflects the spoken language including local and social dialects. The prerequisite is a reading knowledge of Latin (equivalent
to the proficiency attained at the end of a one-year course in college).
The texts to be read, and commentaries, are contained in an anthology; students
are also provided with a bibliography of works for outside reading and homework, a number of which are placed on Graduate Reserve in the Library. The course
is conducted with lectures and discussion. Evaluation is based on a written
final examination, or on a midterm examination and a final term paper. (Pulgram) Classical Greek (Division 385) Elementary Courses 101. Elementary Greek. (4). (FL). In combination with Greek 102, this is the first half of a year-long
introduction to ancient Greek and is designed to prepare students for the
reading of Greek texts. Greek 101 concentrates on fifth-century B.C. Attic
Greek which was the language of the "golden age" of Athens. The
Greek language of that time and place represents a cultural and linguistic
central point from which students can pursue their own interests within
a wide range of Greek literature which extends from the Homeric epics to the Byzantine era and which includes the archaic, classical, and hellenistic
periods as well as the koine Greek of the New Testament. The purpose
of the course is to develop the fundamentals of the language so that these
fundamentals can then be applied to whatever area of ancient Greek students
wish to pursue. (Section 001 – Ross; Section 002 – Rickert) 301. Second-Year Greek. Greek 102 or equivalent. (4). (FL). This course is the first half of the second-year ancient Greek language
sequence. It includes a grammar review, translation (primarily Plato), and analysis of ancient Greek texts. The primary purpose of the course is to
prepare students for more and faster reading of Greek. It is followed by
Greek 302 which is offered Winter Term. (A. Edwards) 308/ABS 308. The Acts of the Apostles. Greek 101 and 102 or the
equivalent; and permission of instructor. (2). (HU). Students electing this two credit course should have completed at least
one year of Attic Greek. To the degree that there is mastery of the paradigm
forms and the principal parts of the most common irregular verbs the reading
assignments will be made easier and more enjoyable. Careful attention will
be paid to the key features of koine Greek, especially as those features
part company with Attic Greek morphology and syntax. Two hourly exams, a
two-hour final, and regular participation in class will determine the course
grade; there are no papers. In-class translation is followed by a discussion
of the text. For further information contact Asst. Dean Nissen, 1220 Angell
Hall, 764-7297. (Nissen) Intermediate Courses 401. Early Greek Prose and Poetry. Greek 302 or equivalent. (3).
(HU). This course is designed primarily to teach students how to read ancient
Greek with some speed and comprehension. The syllabus will be composed of
prose writings, with about two-thirds of the time spent on the Histories
of Herodotus and the remaining one-third on representative texts of fifth
and fourth-century Attic prose authors. Requirements: midterm and final
examinations, one or two short papers, and an oral report. (Gellrich) Advanced Courses 436. Herodotus. (3). (HU). Concentrated and extensive readings in Herodotus, with analysis of Herodotean
style, form, and thought. Prime emphasis will be placed on rapid familiarization
with the most significant books of the Histories. Digressions will
also focus on problems of Greek history of the sixth and fifth centuries
B.C. encountered in the text. 459. Greek Bucolic Poets. (3). (HU). Selected readings in the poetry of Theocritus, Bion, and Moschus, with
special emphasis on the nature of the Hellenistic genre of bucolic and its
later influence on, e.g., Vergil. Term paper; midterm and final examinations. 481. Plato, Republic. Greek 302 or equivalent. (3). (HU). Through translation and interpretation of sections of Plato's Republic the course provides an introduction to the ethical problems and views that
underlie Plato's Republic. Relevant epistomological and metaphysical
views such as the theory of forms will also be examined. Readings in translation
from other Platonic dialogues, including Protagoras, Phaedo, Symposium, Phaedrus, and Aristotle's Politics will be used to supplement
and criticize both the experiment and its underlying views. (Rickert) 520. Sophocles. Greek 402. (3). (HU). Reading of two or three representative tragedies of Sophocles, with
special attention to problems of text, meter, presentation, interpretation, and relation to Greek tragedy in general. Term paper; midterm and final
examinations. Latin Language and Literature (Division 411) Elementary Courses Two convictions are basic to the Elementary Latin Program of the Department
of Classical Studies: (1) it is possible for every able-minded person to
master the basic facts of a foreign language and (2) the learning experience
leading to such a mastery is a privilege that is very specifically human
and ought to be most satisfying. Essential grammatical facts are taught, and a knowledge of these facts enables students to understand Latin written
by the famous authors of the Golden Age. Students acquire a working vocabulary
and demonstrate understanding of the reading by writing a readable translation.
Since at least 50% of the vocabulary of an educated speaker of English is
Latin in origin, English improves as Latin stems and derivatives are learned.
The program normally takes four terms to complete. A placement test may
be taken at the beginning or end of a term, and a student may succeed in
placing out of one or more courses in the introductory sequence. In the Elementary Latin Program, the department is offering Latin 101, 102, 194, 222, 231, and 232 in the Winter Term, 1984. Latin 101 (see below) is
for students with no previous Latin. A placement examination will determine the appropriate course for other students who enter the elementary sequence.
Students with questions about which course to elect are encouraged to visit the department office in 2014 Angell Hall, 764-0360, or the Elementary Latin
Office in 2012 Angell Hall, 764-8297. 101. Elementary Latin. No credit granted to those who have completed
103, 193, or 502. (4). (FL). All of the assigned tasks/exercises in Latin 101 are directed toward the reading and translation of Classical Latin and not toward writing or
conversation. The course has as its primary objective the acquisition of
a fundamental understanding of basic Latin grammar. The text for the course
is Knudsvig, Seligson, and Craig, Latin for Reading. Latin 101 covers
approximately the first half of this text. Course topics include the morphology
and syntax of nouns, pronouns, and adjectives; conjunctions, adverbs, and prepositions; and such basic sentence kernel types as active, passive, linking, and factitive. Grading is based on quizzes, class participation, hour examinations, and a final. 102. Elementary Latin. Latin 101. No credit granted to those who
have completed 193 or 502. (4). (FL). All of the assigned tasks/exercises in Latin 102 are directed toward the reading and translation of Classical Latin and not toward writing or
conversation. The course continues the presentation of the essentials of the Latin language as it covers the last half of Knudsvig, Seligson, and Craig, Latin for Reading. Course topics include the morphology and syntax of verbs, and indirect statements, questions, and commands. Extended
reading selections from Plautus (comedy) and Eutropius (history) are introduced.
Grading is based on class participation, quizzes, hour examinations, and a final. 193. Intensive Elementary Latin I. No credit granted to those
who have completed 101, 102, 103 or 502. (4). (FL). Taught jointly with Latin 502. See Latin 502 for the description. (Humphrey
and Staff) 221. Continuation Course in Latin. Two or more units of high school
Latin and assignment by placement test. No credit granted to those who have
completed 193, 194, 231, or 503. (4). (FL). All of the assigned tasks/exercises in Latin 221 are directed toward the reading and translation of Classical Latin and not toward writing or
conversation. The text used is the same as that in Latin 101 and 102, and the course starts at the beginning of the book. A more rapid pace is maintained
as 221 covers the material of 101 and 102. Grading is based on class participation, quizzes, hour examinations, and a final. 231. Introduction to Latin Prose. Latin 102 or 103. No credit
granted to those who have completed 193, 194, 221, or 503. (4). (FL). This course reviews grammar as it introduces students to extended passages
of classical Latin prose through selections from such authors of the first
centuries B.C. and A.D. as Cicero, Caesar, Sallust, Livy, and Tacitus. Class
discussions center upon the readings. Grading is based on class participation, quizzes, hour examinations, and a final. 232. Vergil, Aeneid. Latin 231 or 221. No credit granted to those
who have completed 193, 194, 222, or 503. (4). (FL). The goal of this course is simple: to read extensive passages of Vergil's Aeneid, with comprehension and enjoyment. To the degree that there
is mastery of the paradigm forms and the most common principal parts of
irregular verbs the daily assignments will be made easier. Careful attention
is paid to Vergil's style, the more common poetic features he employs, mythological
references, and the relation of the text to the life and times of the Emperor
Augustus. Three hour exams, a two-hour final, and regular participation
in class will determine the course grade; there are no papers. In-class
translation is followed by a discussion of the text under consideration that day. (Section 001 – Nissen; Section 002 – Staff) Intermediate Courses 301. Intermediate Latin. Latin 194, 222, 232 or equivalent. (3).
(HU). The primary goal of this course is to serve as an introduction to the
study of Latin literature, and, through the literature, of Roman culture.
Texts by major prose authors will be read with a view to their literary, historical, and political contexts. Translation, and review of morphology
and syntax as needed, will be stressed. (Knudsvig) 401. Republican Prose. Latin 232 or the equivalent. (3). (HU).
May be repeated for a total of 9 credits with permission of concentration
adviser. Advanced Courses 409. Augustan Poetry. Latin 232 or the equivalent. (3). (HU).
May be repeated for a total of 9 credits with permission of concentration
adviser. 421/Education D421. Teaching of Latin. Senior standing in Latin. (3).
(HU). A workshop-type course designed to provide prospective secondary and college teachers with the skills necessary to analyze structures and texts
and to design instructional materials and class presentations. The course
will also introduce the students to those aspects of descriptive linguistics that have practical application to teaching and learning Latin. (Knudsvig) 426. Practicum. Junior/senior standing. I and II: (3);
III b: (2). (HU). In the Fall Term, 1984, permission of the instructor is required to
elect Latin 426. Students must submit a plan for a project related to the
teaching of Latin. The course is designed primarily for students who wish
to continue work begun in Latin 421. (Knudsvig) 470. Catullus. (3). (HU). The poetry of Catullus will be studied with attention given to his place
in the development of both personal lyric and mannered Alexandrianism; to the political and social influences on poetry of his generation; to the
figure of Catullus himself; and to the lasting importance of his work. 502. Rapid Beginning Latin. Intended for graduate students. No
credit granted to those who have completed 101, 102, 103, 193, or 504. (4).
(FL). This course, taught jointly with Latin 193, is a rapid introduction
to Latin and is intended for students with little or no prior Latin. It
is especially designed for graduate students who are in such fields as history, medieval or renaissance literature, or linguistics and who need to acquire
a reading competence in Latin as quickly and efficiently as possible.
Upperclass undergraduates with the same needs or undergraduates who intend
to continue the study of Latin and want a rapid introduction that enables them to take upper-level Latin courses as soon as possible should elect
Latin 193. The first term course (Latin 193/502) covers elementary grammar
and syntax. (Humphrey and Staff) 536. Apuleius. Latin 401 or equivalent. (3). (HU). Apuleius' novel will be read and discussed. (Ross) Classical Civilization (Division 344) 101. Classical Civilization I: The Ancient Greek World (in English). (4). (HU). This course serves as an introduction to the civilization of ancient
Greece from its beginnings through the Hellenistic age. It is offered for
students without a knowledge of Greek or Latin and also serves as a companion
course for students in elementary Greek and Latin classes who wish to supplement their language learning. Lectures include topics on history, literature, art, archaeology, philosophy, mythology, society, customs, politics, science, religion, law, and the economic life of Greece with special emphasis on
ancient Athens. The lectures are given by various members of the Classical
Studies Department and other departments. Literature read includes The
Iliad and The Odyssey of Homer; selections from Greek lyric poetry;
selected tragedies of Aeschylus, Sophocles, and Euripides; selections from the historians Herodotus and Thucydides; and selected philosophical writings
of Plato. The readings average about 120 pages per week. There will be a
midterm, three papers, and a final examination. Freshmen Honors students
in Honors sections will write enough to meet the Introductory Composition
requirement. This course is the first of a two-term series. Classical Civilization
102 is offered in the Winter Term and represents an equivalent treatment
of the civilization of ancient Rome. It is recommended that the course be
taken as a sequence, but it is not required. (Cameron) 352. Greek and Latin Elements in English Vocabulary. (3). (HU). Students will learn enough elements of Greek and Latin vocabulary to
increase significantly their understanding of English word formation. This
leads to an improved ability to understand many unfamiliar words and to
retain them. Although the emphasis is on Greek and Latin elements, the contribution
of other languages is not neglected. Students are required to complete one
programmed textbook and one more book chosen by the student with the approval
of the instructor. A log of words learned each week beyond those in the
text or covered in class is required. A minimum of 10 unit critiques and tests, a midterm, and a final exam. (Section 001 – McCulloch; Sections 002
and 003: Staff) 371. Greek and Roman Sport and Recreation I. (4). (HU). The course is following the same format as in previous years. There
are three lectures per week (MWF 12) and a discussion section which meets
for two hours every two weeks. Students may choose from six discussion sections
which all meet at different times. There is a midterm exam, a final, and two other short quizzes in lectures. Three papers are required and these
are due at four-week intervals through the term, on topics to be assigned.
The grade is composed one-third of exams in class, one-third of papers, and one-third of discussion sections. The course is devoted to a study of
ancient Greek athletics, primarily the ancient Olympic games. Individual
lectures cover all of the major sports, the relationship between sport and Greek society, and other recreational activities which were not part of the formal games such as hunting and ball games. About one-third of the
lectures are given by other members of the Department of Classical Studies
on topics in which they have a special interest. (Humphrey) 388/Phil. 388. History of Philosophy: Ancient. One Philosophy
Introduction. (4). (HU). See Philosophy 388. (N. White) 463. Greek Drama. (3). (HU). Lectures on the history and development of the Greek theatre, and analysis
of the major monuments of Greek tragedy, both as exemplary of their art
in the context of the fifth century B.C. and as contributions to the Western
tradition. The student will read most of the fourteen preserved plays of
Aeschylus and Sophocles, and about half of the nineteen plays of Euripides, as well as Aristotle's Poetics. Requirements: midterm examination, term paper, and final examination, with some additional requirements for
Rackham graduate students. (Gellrich) 466/Religion 468. Greek Religion. (3). (HU). Lectures, readings, and slides will present characteristic Greek deities
(particularly Zeus, Athene, Dionysos, Apollo, Hermes, Artemis), religious
beliefs (e.g., cosmogonies in religious and philosophical thought; afterlife), rituals (like the different types of sacrifices), the religion of the city
states (especially Athens), and personal religions (mysteries and their
expansion in posthellenistic times; beliefs in a single cosmic power; gnosis;
and magic). Though the Greek religion will mainly be seen in its own historical
developments from Indo-European and Mediterranean cultures and within its
own social and political environment, attention will be directed to the
waves of influences of Near Eastern religions. Moreover, an attempt will
be made to reach beyond the limitations of clearly defined historical influences
and to discuss the influence of the paleolithan culture of hunters on the
formation of religious mind pattern and rituals. In this wider context, Greek religion will be seen in the context of human behavior and the developing
civilization. Particular attention will be given to the different concepts
of time in mythical and historical thought as well as to their overlaps
as they still appear in our contemporary culture. No knowledge of Greek
is required; the ability to read French or German will be helpful but not
essential. (Classical Civilization 462 is not a prerequisite, though some
knowledge of Greek mythology would be useful.) (Koenen) Courses in Communication (Division 352)
100. Public Speaking. No credit granted to those who have completed
102. (3). (HU). This course emphasizes communication as a means of bringing about social
change. It is especially designed for underclass students, and is recommended
for students who will be pursuing degrees or careers in law, business, administration, or politics, and others who are concerned with communicating effectively
with the general public. Each week three hours are devoted to small section
meetings which focus on communication principles and application of these
principles to problem-solving in public speaking settings. Course topics
include audience analysis, source credibility, stage-fright, techniques
of persuasion, and ethics. The ultimate purpose of the course is to encourage
more effective communication by providing students with instruction and experiences which help them to be at ease before audiences and which encourage them to develop and present messages which have maximum audience impact. 101. Interpersonal Communication. (4). (SS). This course is designed to provide students with an increased understanding
of the complex processes underlying everyday person-to-person communication.
Topics discussed typically include the relation of interpersonal perception
and communication, the creation of interpersonal understanding through communication, the role of communication in the development of relationships with others, nonverbal communication, barriers to communication, the strategic management
of interpersonal interaction, and the general structure of informal communicative
transactions. Evaluation of students is based on exams and assigned papers.
(This course is a pre-concentration requirement.) 102. Communication for Educators. Open only to students who will
be teaching certificate candidates. No credit granted to those who have
completed 100. (3). (HU). Communication 102 is designed to develop the communication skills necessary
for effective teaching. Units include general theories of communication, nonverbal communication in the classroom, interpersonal communication between
teachers and students, lecturing and public speaking techniques applicable
to educational environments, and facilitating group communication for instructional
purposes. Course requirements usually include a midterm, a final project/examination, and three or four presentations utilizing different teaching techniques.
Approximately equal emphasis is placed on oral performance and knowledge
of theoretical material. (Harrington) 103. Media of Mass Communication. I and II. (4). (SS). This course is a survey of the structure and working process of the
broadcasting, newspaper, magazine, and film industries and includes an analysis
of the effects of these media on contemporary society with special emphasis
given to political, economic, and psychological behavior, and to social
change. Communication 103 serves as an introduction to advanced-level departmental
media-related courses. One discussion section per week. Grading is based
on discussion section assignments and three one-hour examinations. Two texts
and a course pack constitute required reading. (Martin, Stevens) 210. Persuasive Communication. (3). (HU). Exploration of the principles of persuasion as applied in print, broadcast, and interpersonal communication. From the theoretical perspective of balance theories of attitude change, strategies are examined for such topics as:
attention, perception, credibility, identification, reinforcement, activation, logical proof, reducing resistance, verbal suggestion, and motivation. Students
make two individual presentations, one oral and one written, on proposed
projects of a creative, critical or experimental sort. In addition, students
complete a final team project involving development of a persuasive campaign
using several media. Class format involves lectures and discussion sections, readings, a final exam. Required of concentrators in Communication. (Martin) 211. Parliamentary Procedure and Group Leadership. (3). (HU). This is an introductory course in parliamentary procedure stressing
chairperson and member responsibilities within groups; constructing major
resolutions for adoption; and knowing how to use the major motions in large
and small groups. Both theoretical and practical elements are stressed.
The course acquaints students with how to use correct procedure when conducting
a meeting; suggests how a member might better assist in guiding business through a meeting; provides practice in handling incidental, subsidiary, privileged, and main motions; provides an arena for discussing some current
problems; and notes how to arrive at decisions using parliamentary procedure.
The major text is Henry Robert, Robert's Rules of Order (1970 or
1981) edition. Required reading is minimal, but considerable memorization
is expected. Written assignments, class participation in parliamentary exercises, and examinations provide the basis for grading. Regular attendance is expected:
in regular class meetings and in work groups. The format of the course is
primarily discussion with several assignments requiring solo oral presentations
along with written support for resolutions. Students also meet in lab sessions.
(Hildebrandt) 220. Introduction to Film. (3). (HU). This course is a survey of the history, theory and aesthetics of the
motion picture as illustrated through the works of representative film makers.
It considers the types of artistic efforts that go into the making of a
motion picture by emphasizing the roles of the director, the editor, the
cinematographer as well as the roles of music and composition. The course
traces the development of the motion picture from a primitive tool to a
sophisticated art form. The latter part of the course is devoted to a selection
of various films that illustrate genres, approaches to motion picture art:
fantasy, documentary-realism, the documentary film. An effort is also made
to explain some of the more recent developments in film beginning with the
experimental film and concluding with Italian neo-realism and the New Wave
film. There is a midterm examination and final exam. A written review of
a contemporary film is required. There is one major text and one supplementary
text. The course format is unusual in that the film medium itself (in the
form of short clips, slides, etc.) is used to the largest possible extent
in presenting the course material. Students who expect to pursue the film-making
course sequence should take this course as early as possible, preferably
during the freshman or sophomore years. (Beaver) 290. News Writing. Sophomore standing. (3). (Excl). This course teaches the fundamentals of journalistic writing for newspapers
and general audiences. The ability to type is essential. Laboratories and discussion sessions are led by teaching assistants and cover topics such
as journalistic writing style, news values, writing news leads, information
seeking, copy editing, and interviewing. Laboratory sessions are used for
writing and for editing in class. Teaching assistants also confer with students
individually during the term to discuss student writing progress. Communication
290 makes use of computer-assisted instruction. Students are taught to use
computer terminals for input of written assignments. Periodic performance
tests are given to determine student progress in the course. (Buckley) 302. Writing for Mass Media. Comm. 290. (3). (Excl). Section 002: This is an advanced journalistic writing course. Successful
completion of Communication 290 is the prerequisite for Communication 302, and students who receive a "C" or lower should not elect the course.
Ability to originate story ideas and work independently is essential. Knowledge
of the AP style rules is required. Certain sections may deal with specific
topics. (Marzolf) 400. The Media in American History. Upperclass standing. (3).
(SS). The study of American newspapers, magazines, radio and television, with
special attention to the contributions made by these media to American social, economic and cultural patterns and developments. There will be a midterm
and a final exam. There will be a media history research paper. (Marzolf) 401. Selected Theories of Communication. (3). (HU). The study of human communication as a social science discipline began
early in the twentieth century and has grown and diversified to include
such sub-fields as mass media processes and effects, persuasion, interpersonal, cross-cultural, etc. The basic theories of these areas of communication
research to be examined in this course include Stimulus-Response, Uses and Gratifications, Modeling Theory, Sociolization, Information Control/Media
Systems, Information Diffusion/Social Change, Cybernetics, Persuasion-Attitude
Formation, Information Society/New Technologies. 403. Analyzing the Media. Junior standing. (3). (SS). This course examines the practices, ethics, values and performance of the modern American mass media. Students will look at the practitioners'
definitions of their jobs and responsibilities, at media standards and codes
of ethics and how these work out in terms of media content. Case studies
and critical analysis of the media from scholars and popular writers will
be used. There will be assigned texts and readings. A short paper, group
project, and critical article will be required. There will be a final examination.
(Marzolf) 404. Media and the Marketplace. Upperclass standing. (3). (SS). An examination of the economic structure of mass media industries. Attention
is focused on the web of economic relationships, market processes, and external
constraints which direct the activities of suppliers, producers, distributors, retailers, and consumers of mass media products. Explores why mass media
industries are organized as they are and how their structure affects the
behavior of media markets. The newspaper, magazine, television, radio, cable, telecommunication, book, and motion picture industries are studied in terms
of: market structure, product differentiation, ownership patterns, financial
controls, competitive behavior, demand-side and supply-side constraints, organizational adaptation, technology, and public policy. As an overview
of contemporary issues involving the economic performance of mass media
industries, this course investigates those distinctive attributes of the
media marketplace that influence the nature of the competitive process.
Grades are based on multiple-choice exams and a research paper. Required
readings are diverse and challenging. Previous course work in economics
and business is helpful but not required. (Buckley) 405. The Media and the Arts. Upperclass standing. (3). (SS). Communication 405, Media and the Arts, is an exploration of the relationship
between the arts and the mass media. Students will study the way various
forms – theatre, dance, music, architecture, and the fine arts – are reported
and critiqued in newspapers, magazines, and on TV as well as the ways the
arts and the media effect each other. Because students will need an understanding
of the emphasized art forms in order to appreciate what is written about them, the nature of each will also be examined. The course will center on
six assigned art events, plays, concerts, exhibits, etc., that students
will attend outside of class. In conjunction with these events many related, in-class activities are planned: guest lectures by reviewers and artists, films, and demonstration. Readings will include selections from scholarly
works on criticism, basic works on the arts, and local and national newspapers.
Students will be required to prepare six two page exercises and a final
project and take midterm and final exams. (Cohen) 406. Mass Communication Research. Upperclass standing. (3). (SS). Provides training in research skills relevant to studies of the impact
of media on individuals and society. Topics covered include an introduction
to research methods, an overview of issues and problems in mass media research, an extended examination of the influence of television and future developments
in media research. In addition to lectures and discussions, students will
be active participants in the implementation of a research project. Text:
Wimmer, R. and Dominick, S. , Mass Media Research: An Introduction,
Belmont, CA.: Wadsworth, 1983, plus course pack. (Watkins) 408. Introduction to Organizational Communication. Upperclass
standing. (3). (HU). The purpose of the course is to help students improve their understanding
of communication structures and processes in the organization. The approach
taken is to examine communication structures and processes at various levels
of the organization: intrapersonal, dyadic, group, network and organizational
levels. The emphasis is on improving one's understanding of communication
behavior in organizations. For this reason, special attention is given to the study of motivation in organizational settings. Topics covered include
person perception, non-verbal communication, and motivational theories at the intrapersonal level; interpersonal conflict, transactional analysis, and approaches to examining interpersonal communication (persuasion, contextual, rule-governed) at the dyadic level; decision making and problem solving
approaches, role behavior, and leadership behavior at the group level; the
study of formal and informal communication patterns and structures at the
network level; innovation, decision-making, communication climates and design
issues at the organizational level and the analysis of environmental issues, organizational scanning, and advocacy advertising at the interorganizational
level. Section 001. Special topics include communication assessment as part
of organizational development, the communication audit and internal communication
programs. Students will be required to attend lectures, read a selected
text, and take two written in-class examinations. (Colburn) Section 002. Special topics include advocacy advertising, information
processing as a part of organizational design, environmental analysis of
social issues facing major corporations, communication in high technology
firms, and new communications technology in the workplace. There is also
a special unit on the art of Japanese management. 409. The Michigan Journalist. Comm. 290 or permission of instructor.
(3). (Excl). The Michigan Journalist is an experimental periodical designed to permit
a select group of undergraduate and graduate students to write, edit, photograph
and lay-out for publication. Each of three issues put out in the semester
has a unifying theme. Staffers' articles explore it, reporting directly
to the student editor and faculty advisor. Evaluation is based on the quality
of work produced, and the individual's ability to function in a professional
context. The class meets one period weekly for lab/seminar purposes; more
often as the journalistic process requires. (Eisendrath) 410. Introduction to Group Communication. Junior standing. (3).
(HU). 411. Theory and Practice of Argumentation. Comm. 100. (3). (HU). The purpose of this course is to provide both basic theory and practice
in argument. The structure of the class calls for a series of lectures on the principle terms and concepts in argument followed by actual classroom
debates. Topics for debate are selected by students enrolled in the class.
The course is limited to twenty-four students a term. Requirements include
a midterm and final examination, one argumentative speech and participation
in three classroom debates. (Colburn) 412. Elements of Persuasion. Comm. 100 or 102. (3). (HU). This is a lecture course focusing on competing theoretical accounts
of persuasion (the evidence concerning them, the problems they have encountered, etc.) and on research evidence concerning the effects of various factors
on persuasion. No special background is required. The grade is based equally
on each of two exams (midterm and final) and an individual project. (Allen) 415. Contemporary Public Address. Upperclass standing. (3). (HU). A look at individual men and women and organized groups that have influenced
American culture and policy by means of the spoken word, from World War
I to the present. Course stresses changes in public discourse resulting
from the growth of electronic media of communication, increased reliance
on ghostwriters, organized dissent, bureaucratization of public information
dissemination, other cultural developments. No special background is presumed, but contemporary history is useful. Lectures, some seminar discussions;
students will produce three investigative papers, midterm and final. Grade
based on papers and exams. Required readings are speeches drawn from a variety
of sources in a course pack. Recommended background readings: John D. Hicks, Republican Ascendancy, 1920-1933; Wm. Leuchtenberg, Franklin D.
Roosevelt and The New Deal, 1933-1940; Eric Goldman, The Crucial
Decade and After, 1945-1960. (Martin) 428. Writing Drama for Radio and Television. Upperclass standing.
(3). (Excl). This course is designed to introduce students to dramatic scriptwriting
for television and film. Each student is required to complete a script for
a full length feature film or a made-for-TV movie OR a script for a one
hour dramatic episode for a TV series and a 30 minute situation comedy.
Several exercises in character development and plot design will also be
assigned. In-class discussions will focus on script analysis and critical
evaluation of dramatic theatrical films and television programming. A final
exam will be given and attendance is a factor in grading. (Watson) 500. Seminar. Open to senior concentrators. (1-4). (Excl). May
be repeated for credit. 518. Cross-Cultural Communication. Senior standing or permission
of instructor. (3). (HU). This course is an examination of some of the major issues concerning the nature of international communication: the flow of information across
national boundaries; the unequal distribution and access to information
worldwide; the varying points of views concerning the new world information
order; the worldwide consequences of the Information Age (post-industrial
society), and new paradigms that are being developed in this area. A major
concern of the course is to understand how communication and the media presently
operate, and to consider these implications for their future operation in
a worldwide context. Format: there will be some lecturing, particularly
early in the course. This will lessen as we go beyond the unglamorous work
on fundamentals. To facilitate discussion, there will be a set of questions
for each set of assigned readings. Evaluation and grading: concept explication
50%, and final paper 50%. (Allen) 527. Radio Television Management and Program Development. Comm.
426 or permission of instructor. (3). (Excl.) This course is designed to explore specific behaviors, skills, problems
and issues associated with administrative roles in media organizations.
The objective of the course is the preparation of students for administrative
tasks. At the end of the course, they should be able to: (1) Identify and describe the variety of organizations in the electronic media. (2) Demonstrate
skills in accounting and financial management. (3) Analyze executive tasks
in the light of effective management of time. (4) Show improvement in the
writing of reports and letters. (5) Demonstrate knowledge of effective managerial
approaches to organizing, staffing, personnel supervision, determination
of objectives and other problems facing today's executives. (6) Increase
ability to discuss different problems in a rational and systematic fashion.
The course is recommended for graduate and professional students and a few
undergraduates who are capable of completing the writing assignments. A
basic text on Accounting is required. Instructional methods are basically
lecture and discussion including a number of guest lecturers. Papers are
required on Marketing, Time Management, Law, Engineering, Financial Management
and other management related areas. Although the course is not concerned
with production, students from outside the Communication area, i.e., Law, Business, Engineering, etc., are paired with Telecommunications majors for the observation of studio programs to assist them in understanding the production-related
aspects of management. (Schumacher) Courses in Computer and Communication Sciences (Division 353) 270. Computer Science I. Math. 115 or equivalent. Credit is granted
for only one course from among CCS 270 and 274. (3). (NS). This is the first course in Computer Science for prospective concentrators.
It introduces some of the basic concepts of algorithm and program preparation, using the PASCAL language as a vehicle. Students will be required to attend
recitations and to prepare a number of computer programs of increasing complexity.
Most of the programs will support the concepts that were introduced, and will be mainly non-numeric in nature. This course is not intended to be
simply a course in programming. It is intended for people who will major
in Computer Sciences, Computer Engineering, or Mathematics. Course work
involves writing and running between five and eight computer programs. There
may be several quizzes and/or exams. CCS majors must complete course with
a grade of B- or better. No prior experience with computers is necessary
or assumed. If enrollment is greater than class size, a screening exam will
be administered. A screening examination may be given to enroll people from the waiting list. 274. Elementary Programming. Math. 105 or the equivalent. Credit
is granted for only one course from among CCS 270 and 274. (3). (NS). This course is an introduction to programming for people who intend
to use the computer as a tool in their profession. The PASCAL Language is
used as a vehicle for teaching structured programming methodologies. Students
are required to participate in recitation and write five to eight computer
programs of varying complexity. The course is a service course and is not
considered appropriate for prospective computer science concentrators. There
may be several quizzes and/or exams. No prior experience with computers
is necessary or assumed. Section 013: Permission of Comprehensive Studies Program (CSP). This
CSP section, which covers the complete course syllabus, is designed for
students who want to be certain that they develop a thorough understanding
of introductory computer science and are willing to devote the effort necessary
to do so. The required extra class time is provided for in-depth analysis
of central concepts, group problem-solving, and computer use. 374. Programming and Computer Systems. CCS 274 or the equivalent.
(4). (NS). This is the second course in the programming sequence for non-honor
students and is normally preceded by CCS 274 and followed by CCS 476. The
course focus is on advanced programming language concepts and hardware/software
support for programming and programming languages. The programming language
taught and used in the course is the same as in CCS 274 and students without
knowledge of the ALGOLW language can enroll in CCS 381 concurrently. The
four or five required programming exercises are solved in the programming
language; other languages may be used to provide examples. Examples of machine
organization are taken from the machine being used at the Computing Center;
other organizations will be useful for some examples. Homework consists
of work problems (not involving programming) and four or five programming
exercises. Course format is two lectures per week (one-and-a-half hours
each) plus one discussion/problem session each week. Course content is divided
into four parts: (1) machine organization (computer structure and machine
language; addressing techniques, representation of data; assembly systems;
logic, micro-programming, emulation; computer systems organization; and utility and support systems), (2) advanced programming language concepts
(review of basic concepts, subprograms, data structures, parallel processing), (3) programming language translation (BNF syntax specification, in-fix and post-fix notation, translation of arithmetic expression from in-fix to post-fix, and structures of compilers), and (4) comparative programming languages
(relation to language features to problem domain and programming languages
for special domains). Programming Language Short Courses. CCS 380 through 387 form a sequence
of four-week short courses (offered for one credit each) which teach details
and use of various common programming languages. CCS 380, 384, 385, and 387 are offered each term. Students can take these courses in conjunction
with the primary programming course sequence (CCS 270 or 274, 370 or 374, and 476) or independently. Computer problems are assigned; grading is credit/no
credit. Consult the Time Schedule for specific starting dates. 380. FORTRAN Programming Language. CCS 270 or 274 (may be elected
concurrently). No credit granted to those who have completed Engin. 102.
(1). (Excl). Offered mandatory credit/no credit. See introductory statement regarding programming short courses. Will
meet last four weeks of the term. 384. SNOBOL Programming Language. CCS 370 or 374. (1). (Excl).
Offered mandatory credit/no credit. See introductory statement regarding programming short courses. Will
meet second four weeks of the term. 385. LISP Programming Language. CCS 370 or 374. (1). (Excl). Offered
mandatory credit/no credit. See introductory statement regarding programming short courses. Will
meet first four weeks of the term. 387. Various Programming Languages. CCS 270 or 274. (1). (Excl).
Offered mandatory credit/no credit. A PASCAL programming course is offered twice this term. You may elect
either the first four weeks or the second four weeks (not both). See introductory
statement regarding programming language short courses. 400. Foundations of Computer and Communication Sciences. ECE 367
or permission of instructor. (3). (NS). This is a basic course in the theory of Computer Science. It is required
for CCS concentration. Prerequisites are ECE 367 or Math 312 only. However, a certain math culture is necessary for a successful study. The recommended
textbook is: Elements of the Theory of Computation, by H.R. Lewis
and C.H. Papadimitriou, Prentiss-Hall. Methods of instruction are: lectures, intermediate exam, final exam and a lot of homework. Syllabus: (1) A survey
of the necessary math tools, (2) Finite automata and regular languages, (3) Context-free languages and pushdown automata, (4) Turing machines and recursive functions, (5) Uncomputability, (6) Introduction to computational
complexity. 469. History of Computers. Declared CCS or ECE concentration, and permission of instructor. (3). (NS). This course covers the history of computing from the abacus to the emergence
of the stored-program computer. The emphasis is on digital computers and control devices, but analog machines will also be covered. All devices and machines are presented and evaluated in terms of the needs they satisfied, the technology available to meet those needs, and the logical and architectural
design of the machine. We will trace the sequence of discoveries, and for
each evaluate its workability, its conceptual contributions, and its causal
influences. Issues of credit, especially the patent controversies stemming
from the first electronic computers, will be explained and evaluated. ENIAC, the first general-purpose electronic computer, will be the high point of the course. There will be a laboratory session with the departmental exhibit
of this machine. We will trace in detail how the ENIAC led to the first
stored-program computer. This course offers broad, historical subject matter
to students. It aims to give them an historical perspective on an important
part of our contemporary technology and to show the inventive process in
its historical context. (Burks) 476. Data Structures. CCS 370 or 374 or the equivalent. (4). (NS). This is the fourth course in the programming sequence for CCS concentrators
and is normally preceded by CCS 270, 271, and 370. Data structuring principles
of use in a wide variety of problem solving areas are covered. Alternatives
are considered with respect to utilization of storage and time. Lectures
and discussion sections. 478. Introduction to Software Architecture. CCS 370 or 374; or
permission of instructor. (4). (NS). The purpose of the course is to teach the student the skills and techniques
involved in the design and implementation of large software systems. The
format of the course is a lecture for approximately 3/4 of the term, and a work on a project under the guidance of a TA. The grade will be based
on two midterms and the project. The course is available to CCS concentrators.
Students are recommended (but not required) to take CCS 476 before enrolling
in this course. Textbook: R.S. Pressman, Software Engineering: A Practitioner's
Approach. (Rajlich) 502. Special Topics in Computer and Communication Sciences. Permission
of instructor. (2-4). (NS). May be repeated for credit. Students enrolling in CCS 502 this term must have completed CCS
400, and it is recommended that students should also have completed
CCS 476. CCS 502 will provide an introduction to research in Artificial
Intelligence. The two basic themes of AI, Representation and Search, will
be studied in abstract and in some of the many application areas of AI.
The course will consist of three hours a week of lecture plus one hour a
week of tutorial/problem-solving session given by a TA, both starting after the initial four weeks of CCS 385. It is anticipated that the course will
cover the following areas (not necessarily in non-overlapping fashion):
(a) An historical outline: based on papers by Turing and Nilsson; (b)Representation:
State-space (graph) representation, Problem- reduction (Hypergraph) representation.
Macro-moves. Representation transformation (Gaschnig, Amarel, Korf); (c)
Search: Backtracking (Depth-first, Breadth-first, Best-first), Forward-Checking, Branch and Bound, A*, AO*, SSS*; (d) Applications: Computer vision (Waltz, Rosenfeld, Haralick), Symbolic Integration (Slagle) Theorem Proving, Games
and Puzzles. Expected work: Students may be required to implement algorithms, run experiments, solve problems, and/or survey research papers. No exam
will be required. Text: Problem-Solving Methods in Artificial Intelligence
by Nilsson (1971, McGraw-Hill). Recommended: Techniques in Artificial
Intelligence, Shapiro (1979, Van Nostrand).) A course pack will be provided.
Corequisites: CCS 385: LISP short course. If not already taken, this should
be taken for the first four weeks of the term. (Nudel) 520. Foundations of Formal Systems. Graduate standing in Computer
and Communication Sciences or permission of the instructor. (3). (NS). 575/CICE 575. Compiler Construction. CCS 476, CCS 572, or ECE
364; or the equivalent. (4). (NS). Introduction to compiling techniques including parsing algorithms, semantic
processing, and code generation. With the aid of a compiler writing system, students implement a compiler for a substantial programming language. Other
topics include portability, bootstrapping, parser generation, compiler writing
systems. Very heavy programming load. (Volz) Dance
Students may elect dance courses in any of three divisions: (1) Division
671, the Dance Department in the School of Music; (2) Division 212, Education
F, the Physical Education Department in the School of Education; and (3)
Division 895, the Adult Activities Program of Physical Education (courses
listed in the Time Schedule under LS&A after Women's Studies). All elected dance courses appear on a student's transcript, but for LS&A
students only the School of Music and Education F dance courses cross-listed
with the School of Music carry honor points and credits (and these are non-LS&A
credits) toward a degree. For information about Dance Department courses, call 763-5460; questions
about LS&A degree credit may be directed to POINT-10 (764-6810). Courses in Economics (Division 358: arranged by groups) A. Introductory Courses Students who earned credit for Economics 201 or 400 prior to Fall Term 1982
are permitted to enter all those upper-level courses whose prerequisites
are designated Economics 201 and 202. Students who elect Economics 201 in
Fall Term 1983 and thereafter will be required to take its sequel, Economics
202, in order to take any advanced course in the Economics Department. Economics
400, taken in Fall, 1982, and thereafter, does not normally fulfill the
prerequisite for advanced courses in Economics. 201. Principles of Economics I. Open to second-term freshmen.
No credit granted to those who have completed 400. (4). (SS). Economics 201 is open to first-term freshmen in the Honors Program and to non-Honors second-term freshmen. Freshmen who believe that their backgrounds
and interests are such that they would like to elect this course should
discuss the matter with a counselor before making the election. Economics
201 is the first part of a two-term introduction to economics. Both 201
and 202 are required as prerequisites to the concentration and to upper
level courses in economics. In Economics 201, the fundamental theories and concepts of microeconomics are described and are used to analyze problems
of current interest. Among the major topics discussed are how consumer and producer preferences interact to determine the price and quantity offered
of individual products and resources, the different types of markets within
which firms operate, the causes and remedies of such market failures as
monopoly and spillover costs, and problems related to the distribution of
income. The course format consists of one hour of lecture (either section
001 or 002) each week given by the professor and three hours of section
meetings (sections 003 to 033) given by a teaching assistant each week.
There are two hour exams scheduled for October 11 and November 15 at 4:00
pm. Students must reserve these times and dates. (Barlow) Section 022: Permission of Comprehensive Studies Program (CSP). This
section, which covers the complete course syllabus, is designed for students
who want to be certain that they develop a thorough understanding of economic
principles, are highly prepared for Economics 202, and are willing to devote the effort necessary to do so. Extra class time is provided for in-depth
analysis of central concepts. Therefore, enrollment in this CSP section
will require additional time and effort for problem-solving and review. 202. Principles of Economics II. Econ. 201. No credit granted
to those who have completed Econ. 400. (4). (SS). Economics 202 is only open to students who have taken Economics
201 in Fall, 1982 or thereafter. Both 201 and 202 are required as prerequisites
to the concentration and to upper-level courses in Economics. In Economics
202, the fundamental concepts and theories of macroeconomics are developed
and used to analyze problems of current interest. The major concerns of this course are the determinants of GNP, unemployment, inflation, and growth.
The course format consists of one hour of lecture (either 001 or 002) each
week by the professor and three hours of section meetings (003 to 023) each
week by a teaching assistant. The section meetings are limited to 35 students.
(Gramlich) 400. Modern Economic Society. For upperclass and graduate students
without prior credit for principles of economics. (4). (SS). A one-semester course which covers the basic principles of economics, including both microeconomic and macroeconomic analysis, the theory of production
and cost, industrial organization, and input markets. Macroeconomic topics
include the determination of national income, inflation and unemployment, money and banking, and stabilization policy. The course is aimed at upperclass
and graduate students who are not majoring in economics. Students who wish
to retain the options of further courses in economics or of economics as
a possible major should take the two-semester introductory course, Economics
201 and 202. (Crafton) 401. Intermediate Microeconomic Theory. Econ. 201 and 202, and Math. 115. (3). (SS). This course in microeconomics deals with the theoretical analysis of
consumers, firms, markets, and price determination. The analysis is rigorous, using the tools of algebra, geometry, and elementary calculus in constructing
models. Prerequisites include one term of calculus. Economics 401 is a prerequisite
for many other courses offered in Economics. Concentrators are required
to elect this course and are encouraged to complete it early in their concentration
program. It is not recommended that 401 and 402 be taken in the same term.
It is predominantly a lecture course, with grades based on hour test(s)
and final exam. (Borenstein, Varian, Feldstein, Blume) Borenstein (001)
uses some calculus; Varian (003) emphasizes analysis, uses some calculus, and assigns weekly problem sets; Feldstein (004) uses less math, emphasizes
application; and Blume (005) emphasizes analysis, uses some calculus, and assigns some problem sets. 402. Intermediate Macroeconomic Theory. Econ. 201 and 202, and Math. 115. (3). (SS). This course in macroeconomics deals with the theory, measurement, and control of broad economic aggregates such as national income, employment, and the price level. Rigorous analysis is used to understand the forces that determine the level of economic activity, inflation, unemployment, and public policies related to those economic variables. Prerequisites include
one term of calculus. Economics 402 is a prerequisite for many other courses
offered in Economics. Concentrators are required to elect this course and are encouraged to complete it early in their concentration program. It is
not recommended that Economics 401 and 402 be elected during the same term.
It is predominantly a lecture course, with grades based on hour test(s)
and final exam. (Aschauer, Teigen, Weisskopf, Gerson, Mueller). Specific
section information follows: Aschauer (001) no section information; Teigen
(002) uses some algebra and calculus and assigns occasional problem sets
which count in the final grade; Weisskopf (003) is not too math-intensive
and includes some consideration of alternative perspectives; Gerson (004)
stresses the graphical and algebraic; and Mueller (005) is not math-intensive. 405/Statistics 405. Introduction to Statistics. Math. 115 or permission
of instructor. Juniors and seniors may elect this course concurrently with
Econ. 201 or 202. No credit granted to those who have completed 404. (4).
(SS). This course has originally been designed for economics concentrators
but the discussion is sufficiently general to serve noneconomics concentrators
just as well. The emphasis is on understanding rather than on "cookbook"
applications. Students are expected to know basic algebra and to have some
understanding of the concept of derivatives and integrals. Since the content
of the course does not extend much beyond establishing the foundations of
statistical inference, it is recommended that after finishing the course
students elect to take Economics 406 or a similar course in the Statistics
Department to learn some applications and get some experience with computer
work. While Economics 405 is not required for an economics concentration, it is difficult to see how anyone today can be regarded as an economist
without some knowledge of statistics. Employers typically ask for some training
in statistics, and letters from graduates often express regret for not having
had more statistics. (Kmenta) 407. Marxist Economics. Econ. 201 and 202. (3). (SS). The course surveys major themes in Marxist economic and social analysis: the philosophy of historical materialism, capitalist production, accumulation, class structure, women and capitalism, organization of work, and working
class life. Readings are drawn from the works of Marx and Engels as well
as modern Marxist sources. Grades will be based on a journal and, when the
course is offered as an ECB course, a term paper. The written assignments
will encourage critical thinking about capitalist society, conventional
economic and social theory, and Marxism. Class format will be mixed lecture
and discussion. Does not fulfill departmental sequence requirement. (L.
Anderson) D. Economic Stability and Growth 411. Money and Banking. Econ. 402 or permission of instructor.
No credit granted to those who have completed or are enrolled in 410. (3).
(SS). This course focuses on monetary theory and the structure of the banking
and financial systems of the United States. The course uses a combined lecture
and discussion format. There is a midterm, a final examination, homework
assignments, and reading assignments from a text and other selected readings.
(Holbrook) E. Labor Economics 420. Survey of Labor Economics. Econ. 201 and 202. Not open to those who have taken Econ. 421 and/or 422. (3). (SS). This course surveys contemporary, classical and radical perspectives
on the operation of labor markets. Topics discussed include the economic
aspects of education, job search, union activity, migration, discrimination, unemployment, internal labor markets and family life. The latter portion
of the course will utilize these perspectives in an analysis of the history
of laboring life in America. A midterm and final are required. Lecture-discussion
format. (Whatley) 421. Labor Economics I. Econ. 401. Not open to students who have
taken 420. (3). (SS). This course deals with the economics of labor supply and demand, wage
and employment determination, investment in education and training, and unemployment. The course develops microeconomic models of the labor market, presents relevant empirical evidence, and discusses applications to such
policy issues as the work incentive effects of income maintenance programs
and the employment effects of minimum wage legislation. Grades are bases
on midterm and final examinations. (Solon) 423/Women's Studies 423. The Economic Status of Women. Econ. 201
and 202. (3). (SS). This course focuses on the changing economic role and status of American
women within the context of both the family and the larger economic society.
One major focus of the course is the changing pattern in labor force participation
of women including the historical trends which underlie the great increase
in the number and proportion of working women. Related issues include some
possible explanations for the heavy concentration of women workers in a
few predominantly female occupations and the possible determinants of current
unfavorable male/female wage ratios. In each case, the extent to which discrimination
might be an explanation is considered. Another major focus of the course
is the impact that contemporary changes in family life have had on the economic
status of women. Some of the changes considered are changes in fertility, in marriage patterns, in divorce rates, and in sex role patterns within the family. The economic issues associated with different family life styles
are examined, and some attention is given to the economic problems of families
with female family heads and to the economic problems experienced by dual
career families. Other course topics include the problem of time allocation
for women combining family life with full time work, the need for some flexibility
in working conditions for married women, and the extent to which women are
treated differently from men in such matters as pension rights, social security
benefits, and access to credit. Public policies such as affirmative action
and the equal rights amendment which are designed to improve the economic
status of women are also discussed. Some consideration is given to the comparative
economic status of women in other countries. The course format includes
lectures on selected topics with considerable time allowed for discussion.
(Freedman) 425/Amer. Inst. 439/Poli. Sci. 439. Inequality in the United States. Econ.. 201 or Poli. Sci. 111. (3). (SS). See American Institutions 439. (Corcoran & Courant) 426/Amer. Inst. 426. The Development of the American Labor Market Institutions. Econ. 201 or the equivalent. Not open to students who have taken or are
taking Econ. 421 or 422. (3). (SS). See American Institutions 426. (Johnson) 430. Industrial Performance and Government Policy. Econ. 201 and 202. No credit granted to those who have completed or are enrolled in 431
or 432. (3). (SS). This course offers a general introductory survey of the field of industrial
organization and public policies. The topics covered include: (1) how markets
are organized and how the organization affects the market's performance, and, (2) how government policy, antitrust law and regulation affects both the organization of the market and its performance. In other words, it deals
with the problem of corporate power and what to do about it. This course
cannot be used as part of the two-course industrial organization sequence.
A lecture/discussion format is used. 431. Industrial Organization and Performance. Econ. 401. No credit
granted to those who have completed or are enrolled in 430. (3). (SS). An analysis of the behavior and social performance of firms. Emphasis
is placed on understanding how firms compete with one another. Topics include
why firms exist, oligopoly theory, differentiated products, entry deterrence, collusion, advertising and trademarks, mergers and expenditures on research
and development. There will be two exams and a cumulative final exam. (Bagnoli) 432. Government Regulation of Industry. Econ. 401. No credit granted
to those who have completed or are enrolled in 430. (3). (SS). This course studies government policies toward business. Government
intervention in private business takes three forms in the U.S.: antitrust
laws, direct regulation of prices and outputs, and safety and information
regulation. In antitrust, we look at the laws and their enforcement on issues
of monopolization, price fixing, mergers and other market restrictions.
Direct economic regulation of specific industries is then examined. We will
study the electric power, airline, securities brokerage, and telecommunication
industries. Finally, we look at issues of unfair or deceptive advertising, health and safety standards for products and work places, and environmental
protection. This course is the second part of the 431-432 sequence, but
can be taken first with a moderate amount of extra work. Instruction: lecture/discussion.
Evaluation: two 50-minute midterms and a two-hour final. (Borenstein) G. International Economics 441. International Trade Theory. Econ. 401 or the equivalent.
No credit granted to those who have completed or are enrolled in 440. (3).
(SS). Static and dynamic determinants of comparative advantage; trade policy
and economic welfare; selected topics. Two lectures and one required section
meeting weekly. (Stern) H. Comparative Economic Systems 450. Comparative Economic Systems. Econ. 201 and 202. No credit
granted to those who have completed or are enrolled in 451. (3). (SS). Theoretical models and case studies of selected aspects of different
economic systems, including (1) capitalist regulated market economies, (2)
socialist regulated market economies, and (3) socialist centrally planned
economies. Assigned readings and lectures. Two examinations. A demanding
course suitable for students with above-average grades in prerequisite course. Not in Departmental concentration sequence in Comparative Economic
Systems. (Bornstein) 456. The Soviet Economy. Econ. 201 and 202. (3). (SS). A comprehensive and intensive analysis of the Soviet economy, including
(1) development since 1917; (2) operation and problems in regard to planning, pricing, finance, management, labor, agriculture, and foreign economic relations;
and (3) assessment of economic performance. Assigned readings and lectures.
Texts include Marx, Engels, and Lenin, The Essential Left; Gregory
and Stuart, Soviet Economic Structure and Performance, second edition
(1981); and Bornstein, The Soviet Economy: Continuity and Change
(1981). Two examinations. A demanding course suitable for students with
above-average grades in prerequisite courses. May be used (along with Econ.
451) for departmental concentration sequence in Comparative Economic Systems.
(Bornstein) 460. The Underdeveloped Economies. Econ. 201 and 202. No credit
granted to those who have completed or are enrolled in 461. (3). (SS). This course is an introduction to the study of problems of development
and underdevelopment in the economies of the "Third World", for
students who have had elementary economics but not necessarily any background
in economic development. Alternative theoretical approaches to the analysis
of economic development will be examined, as well as several case studies
of Third World development experiences. The course may be combined with
Economics 462 to form a departmental sequence in economic development. It
is predominantly a lecture course, with grades based on a midterm and a
final exam. (Weisskopf) 461. The Economics of Development I. Econ. 402 or permission of
instructor. No credit granted to those who have completed or are enrolled
in 460. (3). (SS). This is the first course in a two-term sequence on economic development, intended primarily for upper division undergraduates from all fields and graduate students from outside economics. The second course in the sequence, Economics 462, need not be taken after this one but it is generally recommended.
Economics 461 will involve a general introduction to the subject of economic
development (and underdevelopment) that includes theoretical institutional, and historical perspectives. We will discuss problems of human resources, agricultural development, industrialization and trade, income distribution
as well as development planning and other policy issues. The requirements
of the course will include a midterm and final examination, as well as an
optional paper. (Mueller) K. Public Finance 481. Government Expenditures. Econ. 401. No credit granted to those who have completed or are enrolled in 480. (3). (SS). Economics 481 is intended primarily for economics concentrators. It
makes extensive use of elementary calculus and intermediate microeconomics.
A strong background in both of these areas is essential for understanding the material. Students may take this course in conjunction with Economics
482 to fulfill departmental concentration requirements for advanced courses
in a field. This course is concerned with non-market solutions to allocation
problems arising from social interaction. In addition to studying government
expenditures and interventions, we examine the theory of decisions in such
groups as voluntary organizations, firms and families. Specific topics to
be treated include the theory of public goods, externalities and legal liability, formal models of voting systems, benefit-cost analysis, preference revelation, measurement of demand for public goods, the theory of marriage, the theory
of clubs, and applications of game theory to public choice. Emphasis will
be theoretical rather than institutional. (Brazer) 482. Government Revenues. Econ. 401. No credit granted to those
who have completed or are enrolled in 480. (3). (SS). Economic analysis of the equity and efficiency effects of major U.S.
taxes, including the personal income tax, the corporate income tax, the
social security tax, and the property tax. Examination of commonly proposed
tax changes. Effects of debt and inflationary finance. Lecture method; midterm
and final exams; no term paper. Text: R.W. Boadway, Public Sector Economics.
(Gordon) 491/Hist. 491. The History of the American Economy. Econ. 201
and 202. (3). (SS). This course surveys the economic development of the United States from
colonial times to the present. Includes an evaluation of the use of economic
analysis in the study of history. Attention is also given to topics in political
economy, such as the causes and effects of the Civil War, the basis of farmer
and worker discontent, and government intervention in the Progressive and New Deal periods. The course requires a knowledge of economics on the level
of Economics 201. Midterm and final, and several moderate-length term papers, are required. Lecture. (Whatley) 493/Hist. 493. European Economic History. Econ. 201 and 202. (3).
(SS). This course surveys the economic development of Europe from the eve
of the industrial revolution through the formation of the Common Market.
Topics include models of industrialization, agricultural development, population
and labor supply, improvements in industrial technology, imperialism, and economic conflict and cooperation since 1918. Economics 493 is part of the
economic history sequence for economics majors. Midterm, final, and several
short papers are required. Lecture. (Webb) 496. History of Economic Thought. Economics 201 and 202. (3).
(SS). This course is designed to give the student an overview of the development
of economics in the era of modern industrial capitalism, from Adam Smith
to the present day. It will focus on three chief periods, defined by the
dominant economic systems: (1) classical economics, from Adam Smith through
Karl Marx; (2) neo-classical economics, from Jevons, Menger and Walras through
Marshall and his followers; (3) critiques of the mainstream, especially the institutionalists and historical school; and (4) Keynesian economics
and the neoclassical synthesis. Each of the major systems will be developed
in a fourfold analytic schema, in terms of world view, method of analysis, dominant paradigm, and implications for social policy. Each will also be
treated in a time dimension involving origins, development and breakup.
Finally, each will be placed in the context of its historical era, related
to economic, political, social, philosophical and ideological currents and changes. I plan to use one of the major current textbooks, such as Blaug, Rima, Bell, Roll, or Ekelund and Hebert. (Fusfeld) 497. Senior Honors Proseminar. Open only to seniors admitted to the Honors concentration in economics. (3). (SS). This is the first semester of a two-semester sequence (Economics 497-498)
in which Honors students formulate and carry out a substantial research
project culminating in a thesis. Students are expected to complete a detailed thesis proposal, including an annotated bibliography, by the end of the
first semester. Each student will also be expected to make an oral presentation
based on work in progress. Credit is given separately for Economics 497
and Economics 498. (Stafford) P. Interdisciplinary Survey Courses 395/Hist. 332/Pol. Sci. 395/REES 395/Slavic 395/Soc. 392. Survey of the Soviet Union. May not be included in the minimum 24 credits required
for a concentration in economics. (4). (SS). See REES 395. (Rosenberg) Q. Accounting 271/Accounting 271 (Business Administration). Accounting. Not
open to freshmen. May not be included in the minimum 24 credits required
for a concentration in economics. (3). (Excl). This course examines the concepts and procedures of accounting for financial
transactions of business enterprises. Attention is given to the central
problems of income determination and asset valuation. The final weeks of the course are devoted to financial reports and their interpretation. The
format of the course is lecture and discussion. The course includes textbook
readings and a series of problems for daily preparation. This course and Economics 272 serves the dual purpose of providing a foundation for students
planning to take additional work in accounting and of providing a survey
for those who plan no further work in this field. Section 008 – Permission of Comprehensive Studies Program (CSP).
This CSP section, which covers the complete course syllabus, is designed
for students who want to be certain that they develop a thorough understanding
of accounting principles and are willing to devote the effort necessary
to do so. Extra class time is provided for in-depth analysis of central
concepts. Therefore, enrollment in Comprehensive Studies Program discussion
sections will require additional time and effort for problem- solving and review. The meeting time is scheduled for Tuesday and Thursday, 1:00 – 2:30
p.m. 272/Accounting 272 (Business Administration). Accounting. Economics
271. Not open to freshmen. May not be included in the minimum 24 credits
required for a concentration in economics. (3). (Excl). Continuation of Economics 271. This course examines the concepts and procedures of accounting for financial transactions of business enterprises.
Attention is given to the central problems of income determination and asset
valuation. The final weeks of the course are devoted to financial reports
and their interpretation. The format of the course is lecture and discussion.
The course includes textbook readings and a series of problems for daily
preparation. This course serves the dual purpose of providing a foundation
for students planning to take additional work in accounting and of providing
a survey for those who plan no further work in this field. English Composition Board (Division 360)
Placement in ECB Introductory Tutorial or Transfer Tutorial is determined
by the ECB Writing Assessment given during Orientation to all entering LS&A
students and all students required by their programs to take Introductory
Composition. The writing assessment is administered during Orientation; the ECB notifies academic units of their students' placements, and academic
unit counselors convey the information to their students. Those placed in
ECB tutorials must enroll in an ECB course as the first part of their writing
requirement. No substitute for the ECB placement will satisfy the College
writing requirement. To enroll in an ECB course, students select a section compatible with their
schedule from the LS&A Time Schedule, from updated course lists at
department counseling offices, or from the corrected LS&A Time Schedule
outside 1213 Angell Hall. Students then proceed to CRISP for registration. NOTE: Transfer students may receive placement into either Introductory Tutorial, Transfer Tutorial, or English 220, or they may exempt from Introductory
Composition; therefore, a transfer student may enroll in a Transfer Tutorial
only if that is his/her placement. Students must attend the first class meeting to maintain their place in the class. If a student must miss the first class meeting, she/he must notify the ECB (in writing) of the intended absence prior to the first day of classes. Students who receive a designation of Exemption with Writing Workshop
MUST come to the ECB Writing Workshop, 1025 Angell Hall, before the fifth
week of the Fall Term to receive writing instruction before being certified
for Exemption. Otherwise, they will be re-classified into Introductory Composition. Students are welcome to visit the ECB office at 1025 Angell Hall to discuss their writing assessment or to ask for course information. See the introduction to this Course Guide for information about the LS&A
Junior/Senior Writing Requirement and for a list of those courses approved
by the ECB for satisfaction of that requirement. Courses in English (Division 361)
125. Introductory Composition. ECB writing assessment. (4). (Introductory
Composition). Introductory Composition prepares students for the various kinds of
academic writing required of them as undergraduates in LS&A. Students can
expect to write six or more formal papers, as well as numerous informal
exercises or impromptu essays. Section 014, 024, 041: Permission of Comprehensive Studies Program (CSP).
These CSP sections are designed for students who want to be certain that they are highly prepared for writing assignments of all kinds and are willing
to devote the effort necessary to do so. These sections will highlight reading
materials devoted to minority cultures and experiences and include periodic
peer group editing sessions of student compositions. 167. Introductory Composition, Shakespeare. ECB writing assessment.
(4). (Introductory Composition). Because this course satisfies the introductory composition requirement, writing is the main work of the course. There will be short assignments, five or six more formal papers, a final examination, and perhaps a midterm.
Five or six of Shakespeare's plays are what you write about, the topics
arising from discussion of the plays. The plays will be Henry IV, part
1, Hamlet, Othello, The Tempest, and one or two
others. (Lenaghan) only after the Introductory Composition requirement has
been completed. 223. Creative Writing. English 125 or 167 or equivalent. (3).
(Excl). All sections of 223 teach the writing of fiction (including personal
narrative), drama, poetry, techniques of characterization, dialogue, and plot. Different sections will emphasize the individual areas to varying
degrees. Classwork involves the discussion of the process of writing and the fiction of a few published authors. Students will do exercises meant
to develop a sensitivity to language and a facility with evocative detail, voice, form and so forth. Most classroom time, however, is devoted to reading
and discussion of student writing. A final portfolio of revised finished
work of 35-50 manuscript pages is required. Section 002. Course description available after March 26 in 444 Mason
Hall. Section 003 – Poetry, Fiction and Drama. Course description available
in August from the department office, 7607 Haven Hall. Section 004. Course description available after March 26 in 444 Mason
Hall. Section 005 – Fiction. This section is for those who wish to write
from experience and imagination. Students will be encouraged to experiment
and take risks in their writing as well as to practice fundamentals. No
special background is required for this course, which is a beginning course
in fiction writing. The process of writing will be examined through reading
and discussion, and much of the classwork will focus on student writing.
Evaluation will take into account improvement in writing, amount of work
turned in, and participation. There will be no exam. We will work with Elbow's Writing Without Teachers, and with one or two fiction anthologies.
Our main business, however, will be to write. (Holinger) Section 006. Course description available after March 26 in 444 Mason
Hall. Section 007 – Poetry and Fiction. Each student will be asked to write
a full-length short story and fifty or sixty lines of poetry in traditional
forms and will then be encouraged to specialize either in fiction or verse
for the rest of the term. A specialization in poetry will be allowed only
if the instructor is convinced you have talent. A thousand words per week
of fiction, twenty-five lines of verse is the minimum quantity. No text, no exams. A largely unstructured course: if you need the support of regular
assignments, exercises, etc., choose another section. You must come up with the ideas. The instructor will not play Muse. (Creeth) Section 008. Course description available after March 26 in 444 Mason
Hall. Section 009. Course description available after March 26 in 444 Mason
Hall. Section 010. Course description available after March 26 in 444 Mason
Hall. Section 011 – Fiction. See description for Section 005 above. (Holinger)
225. Argumentative Writing. English 125 or 167 or equivalent.
(4). (HU). This course will explore ways of making the style and logic of your
writing more effective as you explain or argue. The questions of connotative
language and slanting, understatement, surprise, selection of evidence, tonal and organizational variation, and logical fallacies will be considered
- in the context of writing to a specific audience for a specific purpose.
Class will probably be run on a discussion-workshop basis, with students
meeting often in small groups to share drafts of papers or to examine writing
examples from periodicals and/or from a textbook of collected essays. Sections 003-008, 010, 012, 013, and 016-019. Course descriptions
available after March 26 in 444 Mason Hall. Section 009. Our aim will be to find a personal voice in our writing, so that our argumentative or persuasive prose will have the stamp of individuality
about it instead of sounding machine-produced. We will be our own audience, and will read and comment upon one another's written work – not some of
it but all of it. Hence, both regular writing and regular attendance are
mandatory. There are no textbooks; there will be no exam. Writing – and talking intelligently about our writing – will be our only activity. (Ingram) Section 011 – Permission of Comprehensive Studies Program (CSP).
This CSP section is designed for students who want to be certain that they
develop a thorough understanding of argumentation and logical fallacies
and are willing to devote the effort necessary to do so. The section will
highlight reading materials devoted to minority cultures and experiences
and include periodic peer group editing sessions of student compositions. 230. Introduction to Short Story and Novel. (3). (HU). For sections 001, 005, 007, 008 and 010 of English 230, course descriptions
available in 444 Mason after March 26, 1984. Section 002. Course description available in August from 7607 Haven
Hall. Section 003. Mr. Micawber says that he reads David Copperfield's
novels "with delight, with entertainment, with instruction." We
will attempt to do the same thing as we read seven great novels – including
David's autobiography – and a volume of short stories. Our aim will be to
learn to read fiction critically and intelligently. We will concern ourselves
with such things as the novelist's understanding of the world around him, and how he deals with it; the role of the artist in society; selfishness
and selflessness; and the meaning of happiness. Our reading list will be
made up of eight of the following books: Dostoievski's Crime and Punishment,
Solzhenitsyn's One Day in the Life of Ivan Denisovich, Hardy's Tess
of the D'Urbervilles, Emily Brontë's Wuthering Heights, Jane
Austen's Emma, James Joyce's Dubliners, Ralph Ellison's Invisible
Man, Evelyn Waugh's Decline and Fall, and Charles Dickens' David
Copperfield. Three papers, daily scribbles, group reports on Decline
and Fall, and a final exam. Optional free discussion meetings at my
home each Wednesday evening. (Hornback) Section 004. This will be a course in the appreciation of fiction, with emphasis heavily on the novel. There will be little lecturing, much
discussion, the teacher trying to define only areas for discussion: story-line, character, theme or meaning, the personality projected by the author, his
world view. There will be daily 10-minute quizzes on the day's assignment, and course grade will rest mainly on them, so that students know where they
stand all the time and face no existential moments. Midterm and final will
serve only to compensate for weak or missed quizzes. There will be opportunity
for those who wish to try imitating our authors in short fictions of their
own. Flaubert, Madame Bovary; Dickens, Great Expectations;
Dostoevsky, Crime and Punishment; James, The American; Faulkner, The Sound and the Fury. (Creeth) Section 006. We will be reading a variety of kinds of fiction and grappling with very diverse perspectives on and ways of shaping the human
experience. We will test with each other our individual reactions to form
and ideas, thus learning together to read and to talk about our reading
with increased sensitivity. We will try to understand what importance and use fiction has, if any, in a difficult world. We will read stories by Doris
Lessing and several other authors, Achebe's Things Fall Apart, Sembene's
"The Promised Land" (and see the film, Black Girl, based
on it), Coetzee's Waiting for the Barbarians, Morrison's The Bluest
Eye, Kafka's The Trial, Silko's Ceremony, Faulkner's As
I Lay Dying, and a couple more novels. Emphasis will be on discussion, both large and small group. The nature and timing of papers and exams will
be decided together by the class and the teacher. There will be opportunities
for group projects and creative projects. (Alexander) Section 009. An introduction to the basic elements of prose fiction, such as plot, character, structure, and imagery, through a method of close
reading and analysis of a wide variety of 19th and 20th century short stories
and novels, primarily English and American. We shall begin with short stories
and move through longer and more complex examples to novels. Among the writers
considered will be Henry James, Joyce, Conrad, D.H. Lawrence, Hemingway, Faulkner, Fitzgerald, Flannery O'Connor, and selected contemporary writers.
Classes will be primarily discussion sessions. There will be a sequence
of short analytical papers, an hour test, and a final exam. (Coles) 240. Introduction to Poetry. Prerequisite for concentrators in the Regular Program and in Honors. (3). (HU). Section 002. This course is for anyone who wants to learn to read
poetry with understanding and enjoyment. We will read widely in lyric poetry, English and American, from the Renaissance to the present. One of the aims
of the course will be to help students to develop the critical skills necessary
to read any kind of poetry well, another to encourage some awareness of
how poetry written in English has evolved and of how poetic aims and possibilities
have varied in different historical periods. We will look at how some basic
poetic forms (ballad, sonnet, ode) have been adapted to serve various purposes.
While the organization of the course will not be strictly chronological, we will look at a succession of major poets from different periods in some
depth, ending with a more intensive study of one modern poet. The work of the course will consist of exercises, several short papers, a midterm, and a final exam. The basic text will be The Norton Anthology of Poetry
(3rd edition). (Knott) Section 003. This is a course in the close reading of poetry. We
shall read English and American poems in the Norton Anthology of Poetry
and study them from two principal points of view. One will be the relationship
between content and form, the other that between the poem as a timeless
work of art and as a product of an author in a particular poetic tradition
and historical situation. Though the poems (from the Renaissance to the
present time) will not necessarily be read in chronological order, an idea
of the development of English poetry should emerge. Towards the end we may
concentrate on the work of one particular poet. Paul Fussell's Poetic
Meter and Poetic Form will be studied in addition. Form: discussion, individual and group presentations. Requirements: active participation, several brief papers and a final exam. (Fischer) Section 004. The aim of this course is simple. It is designed to
provide an introduction to the reading, understanding, and appreciation
of poetry. Achieving that aim is not always so simple however, and much
of our work in this term shall be devoted to cultivating a critical vocabulary
which will enable us to respond intelligently to as many different forms
of poetry as possible. Since our approach will be through close readings
of particular poems, no chronological order will be followed. Instead, I
will be grouping poems of various periods on the basis of formal and thematic
affinities (for example, sonnets, love poetry, the elegy, etc.). Assignments
include several short papers and occasional exercises. Primary text: Norton
Anthology of Poetry. (Larson) Section 005. We will read together poems that please me and are likely
to please you. We will read poems of the fifteenth through the twentieth
century, we will read them slowly, and we will try to discover both what
and how they mean. As we read, we will pause longest in the poetry of John
Donne, Emily Dickinson, and Dylan Thomas. The sole requirement for this
course is that you take much pleasure in the English language. (Fader) Section 006. The aim here will be to enhance students' enjoyment
of poetry through an understanding of its nature and how it achieves its
particular effects. What is poetic language, for example, what is the function
of meter – how does it interplay with the natural rhythms of speech? What
is the nature and meaning of metaphor and of other kinds of figurative language?
How does a poem mean one thing by saying another (irony)? The emphasis will
be on informed, close reading of poetry from different periods of English
and American literature. To encourage a feeling for the oral nature of poetry, students will occasionally be asked to learn and say poems aloud. Several
short papers and one long paper will be required, as well as a midterm and a final exam. Textbooks: An Introduction to Poetry, by X.J. Kennedy, (Little Brown, ISBN 0-316-488690, 4th ed. paperback, $9.95); Poems 1965-1975,
by Seamus Heany, (FSG, ISBN 374-51652-910700, paperback). (Tillinghast)
Section 009. This course is a reading workshop, in which we will
practice the kinds of reading which poetry invites. We will read a range
of poems from different periods and consider different aspects of the poet's
craft: the uses of meter to give rhythm to speech, rhyme and alliteration, metaphor and other forms of figurative language. We will also explore ways
in which poets create individual voices for individual poems, as well as
ways in which they control tone. The final weeks of the term will be devoted
to the work of a single poet. Although this course is a prerequisite for the English major, non-majors are welcome and appreciated. Classes will
be conducted as discussions, with brief lectures to provide background information.
Requirements for the course include regular attendance and participation, three or four short papers, and regular brief assignments. (Garner) Section 010. Questions of very different kinds can be asked about
a poem (What does this word mean? Does line one rime with line four? Why
does the poet talk funny?), and what is useful to ask about one poem may
offer little help with another. We will try to develop both a versatile
repertory of good questions and skill in choosing and answering the ones that will be fruitful with a given poem. The aim will be to experience the
poem as it was intended, having refined that experience through close examination
of its causes; to "read each work of wit," as Pope puts it, "With the same spirit that its author writ." The poems will be drawn from the last four centuries and will be of many kinds. We will work primarily through close reading and discussion of particular poems; from time to time
we will try to view matters from the poet's perspective by composing short
passages of verse of various types. There will be several short papers and exercises, a midterm, and a final exam. (English) Section 011. This course is intended for anyone wishing to increase
his or her enjoyment and understanding of poetry. Through a wide range of
poems we will explore both the ways in which poems work and the ways we
can understand and improve our responses to them. After an introduction
to poetic analysis we will progress chronologically from Shakespeare to the present, emphasizing particularly the last two centuries and ending
with in-depth study of one modern poet (W.B. Yeats). Class discussion and occasional informal lectures will focus primarily on close reading of individual
texts, but students should also emerge from the course with some grasp of the historical development of English poetry. Frequent short papers, the
last of which will serve as a final exam; no prerequisites. The text will
be The Norton Anthology of Poetry, Third Edition. (Bornstein) Section 012. An introductory course in the close reading of literary
texts, English 240 is prerequisite to concentration in English. It can also
be a good course for non-majors who want to know more about poetry. Proceeding
by discussion, we plan to invite familiarity with the major manifestations
of English and American lyric verse through the reading of a large number
of poems as well as through the close study of a selected few. Toward the
close of the course we will study the work of one of the major poets: Robert
Frost, Emily Dickinson, or W.B. Yeats. There will be a number of written
exercises, two papers, one hour exam and one final exam. (McNamara) 245/Res. College Hums. 280/Theatre 211. Introduction to Drama and Theatre. (4). (HU). This course is an introduction to drama. It will look to the texts of
about a dozen plays, from ancient Greece to modern Europe and America. We
will want to study the basic things about how drama works, both as literature
and as theatre. The lectures will set the plays and their appropriate theatres
into their historical and intellectual traditions, and will explore the
plays as works of literature. The sections will offer opportunities to discuss
and work with the plays as scripts for performance. Active participation
of students will be encouraged in the course. Also, two or three papers, one hour exam and one final examination will be written. (McNamara) 270. Introduction to American Literature. (3). (HU). Section 003. This course will help students cultivate an ability
to creatively analyze literature in its social context. Through reading, contemplation, discussion, writing, and lectures, it is hoped that students
will develop a consciousness, method, and point of view enabling them to
approach literary problems with confidence, imagination, and scholarship.
Our unifying theme – concerning the social implications of writing in the
United States – is not meant to be employed reductively. The selection of
readings will be made with an eye to varieties of form (from traditional
to experimental). The works chosen range from those by writers identified
with a political outlook on social problems, to several whose orientations
are distinctly philosophical, moral, and psychological. The course will
also give a special emphasis to writings by women, racial minorities, and authors interested in working-class life. Some of the likely readings: short
stories and poems by Herman Melville; poetry by Emily Dickinson; Kate Chopin's The Awakening; Stephen Crane's Maggie: A Girl of the Streets;
N. Scott Momaday's House Made of Dawn; Marge Piercy's Women on the Edge of Time; Saul Bellow's The Dean's December; Paule Marshall, Brown Girl, Brownstones; Richard Wright, Native Son; William
Faulkner, Light in August. Requirements will include several papers, exams, and possibly participation in a group presentation. (Wald) Section 004. We will consider in detail some of the works of five
great American writers: Hawthorne, Whitman, James, Stevens and Faulkner.
Class discussion will be vital. There will be two papers, a midterm, and a final examination. (Schulze) Section 005. To introduce participants to both the rebellious and the aesthetic strains in American literature, the instructor will attempt
to balance the reading list accordingly, working from the east coast to the west for ethnic or regional attitudes. Authors primary to the literary
national experience (Thoreau, James, Wharton, Twain, Faulkner, Hemingway
and so on) will naturally take precedence, but that leaves several weeks'
sessions for the raucous, the bawdy, and the disaffected. The class format
is primarily discussion; there will be several in-class writings, a major
paper, and a final exam. (Depree) Section 006. We concentrate on reading a limited number of works
by four American writers, R.W. Emerson, Ernest Hemingway, Robert Frost and Eugene O'Neill. The course attempts to enlarge the student's human understanding through analysis of imaginative writing in four literary genres: expository
essay, prose fiction, poetry and drama. Throughout the term, an important
overall course objective is that the student formulate and justify his/her
own judgments about these works and their impact on his/her life. Class
attendance is essential, since class discussion of the reading is the principal
vehicle for exploring the authors' writing. Each student will keep a journal, writing regularly in it so as to develop ideas, judgments and questions.
Two essays will be written outside of class; and a two-hour essay-type final
examination covering all the course material will conclude the term. (Heydon) 285. Introduction to Twentieth-Century Literature. (3). (HU). We will consider how a variety of writers reflect and respond to the
major historical, social, political, philosophical, and moral issues and preoccupations of this century. We will place equal emphasis on what these
writers say and how they say it. Our purpose is to sharpen the insight and intelligence with which we read some of the probing "documents"
of our time. Reading: some standard authors and works for such a course;
some idiosyncratic selections. Leading candidates for the reading list (not
all will appear): Kafka, Camus, Bellow, K. Mann, P. Roth, Malamud, D.M.
Thomas, Nabokov, Durrenmatt, Grass, and several others, including a selection
of modern poems. Some lecture; some discussion. Two papers and an essay
final. (Bauland) Primarily for Juniors and Seniors 302. Writing About Good Books. (4). (HU). English 302 intends to assure that its students will graduate from this
College knowing how to write lucid, persuasive, analytical, mature, articulate
and maybe even illuminatingly graceful prose in their chosen disciplines.
We will read six or seven books demonstrating varieties of good contemporary
prose in several fields, which may include short fiction, a thriller, science, current issues, the mass media, language, memoir, sports, humor. Lectures
will focus on the issues raised by our reading, with the emphasis on how these texts say what they say effectively. Each student will produce
approximately 35 pages of writing (including revision). The papers should
provide practice in writing and re-writing essays of different length and for different audiences. The writing will be subject oriented; our objective
will be solid conception translated into sound execution. The reading and classes should be fun; the writing will (as it must) be hard work. A cadre
of experts will assist the lecturer. The class, dealing with the broader
issues, is large, but the writing instruction specific to student papers
will be more personal: conferences and section meetings insure the individual
writer's progress with his/her own work. No classroom examinations. Whether
or not you can write good expository prose by the end of the course is your
examination. English 302 fulfills the ECB upper-level writing requirement.
Two one and one-half hour lectures and one hour of discussion per week.
(Bauland) 305(405). Introduction to Modern English. Recommended for students
preparing to teach English. (3). (HU). English 305 surveys the grammar of contemporary English and explores
some dimensions of language variety including differences in gender role, geography, social class, and ethnic background. Since the course is a requirement
for prospective high school teachers, we discuss some of the ways in which
language is treated in the classroom, though we do so in light of other
institutions that influence the shape of our English: the media, advertising, and popular culture. Students who are curious about how American English
works are especially invited to enroll. A midterm, a final exam, and several
quizzes provide the basis for grading, supplemented by "language diaries"
and a short field research project. (Bailey) 309(409). American English. (3). (HU). We shall begin the course by discussing what there is about American
English worth serious study. This will entail, initially, indicating how
distinct our spoken idiom is from British English past and present, what
is and what is not "colonial" about how we speak, and what impact
socio-political history has had on our speech. We shall then turn to the
lexicon and its peculiar flexibility and inventiveness, to dialects and regionalisms, to the idiom of social and ethnic groups, and to popular and academic conceptions about our language. We shall learn, where necessary, how to describe our pronunciations by the use of symbols, how lexemes are
caught and recorded, and where the course materials of the topics to be
treated may be found. There will be several exercises (as in the use of
phonetic symbols, for example, and in the use of lexical sources). There
will be many handouts (perhaps a course pack or two), a midterm and a final.
I shall have as many outside speakers as I can – on BEV, on creoles, on
Hispanicized American English, on Canadian English. There will be probably
only two required texts – both paperbacks. Open to any student curious about
how we speak and write. (Sands) 315/Women's Studies 315. Women and Literature. (3). (HU). May
be repeated for a total of 6 credits. What is "feminism?" What is "criticism?" We will
attempt to answer these and other questions raised by women's writing and by writing about women. Topics to be investigated include: romance (the
one great "female" adventure?); women as objects; women as subjects
(authors and readers); differences between American, British, and French
feminism; feminist fiction as radical critical and social practice; the
functions of race and class in women's literary production and reception.
Readings will include: Shakespeare's Romeo and Juliet, Defoe's Moll
Flanders, "Gothics," Jane Austen's Northanger Abbey ,
Virginia Woolf's Orlando, Alice Walker's The Color Purple,
Angela Carter's Heroes and Villains, Monique Wittig's Les Guerilleres,
and work by Gayatri Chakravorty Spivak, Juliet Mitchell, Sheila Rowbotham, Helene Cixous, Sandra Gilbert and Susan Gubar, and others. Classes will
combine brief lectures (to introduce topics and contexts) with active
discussion. Students will keep a journal to be handed in several times
during the course and write two essays. (Landry) 318. Literary Types. (3). (HU). May be repeated for credit. Section 002 – Novels of Initiation. We will read nine novels which
focus on different stages as the young person moves through crucial experiences
on the path from childhood through adolescence toward adulthood. They involve the impact of love and death, the growing awareness of good and evil, and the movement toward the formation of the adult personality. The study of
each book will begin with an introductory lecture followed by the use of the discussion method. The work will probably include two tests, a term
paper, and a final examination. We will probably read Twain's Adventures
of Huckleberry Finn, Faulkner's The Reivers, Lee's To Kill
a Mockingbird, and Salinger's The Catcher in the Rye, among others.
(Blotner) Section 003 – Tragedy. My course in the Fall will be concerned with the genre of tragedy. We will read plays by Aeschylus, Sophocles, Euripedes, Shakespeare and, perhaps, more recent playwrights. We will also look at
some of the major theorists of tragic drama – Plato, Aristotle, Hegel, Nietzsche, Heidegger, Freud and others. Classes will proceed by lecture and discussion.
There will be a final and a long paper. (Goodhart) 319. Literature and Social Change. (3). (HU). May be repeated
for credit. 320/CAAS 338. Literature in Afro-American Culture. (3). (HU). See Afroamerican and African Studies 338. 323 Creative Writing. Junior standing and written permission of
instructor. (3). (HU). May be elected for credit more than once with permission
of the undergraduate chairman. Section 002 – Fiction. This is an intermediate workshop for students
with experience writing fiction. Your main task will be to write. In class
we will discuss writing by class members and writing found in contemporary
periodicals. No exams; no textbook. You will incur some copying costs. Evaluation
will take into account participation, as well as quantity, quality, and improvement of writing. For admission, please submit a sample of your writing
to the instructor at 2623 Haven Hall. (Holinger) 325. Intermediate Exposition. (4). (HU). For sections 002, 003, 004, 005, and 008 of English 325, course descriptions
will be available in 444 Mason Hall after March 26, 1984. Section 001. This class will explore different types of narrative, argumentative, and expository writing. We will experiment with several kinds
of composition: fable, anecdote, refutation, confirmation, moral argument, encomium, invective, comparison, description, narrative, and dialogue. Within
basic formal guidelines, students may chose their own topics. (Shuger) Section 013. Reserved for Professional Semester participants. See
description at the beginning of the English Department listings. (Howes) 355. Core I (Great English Books). (4). (HU). Section 002. This course is the first of the required Core sequence
for English majors, although it is open to all LS&A upperclass students.
It covers, in one way or another, the continuum of English literature from
Old English times to the completion of Paradise Lost. Much is read
and much is slighted. Old English coverage will see us doing the lyrics
in translation, overlooking as we do so the complexities of Beowulf.
We will come down rather heavy on Chaucer and Sir Gawain (the latter
in translation) and talk about but generally ignore Piers. The third
quarter of the term will see us concentrating emphatically on the lyric
and on drama. (There will be several prosodic exercises on both Chaucerian
and Elizabethan verse.) We shall end up with close readings of carefully
selected segments of Paradise Lost. The course is considered to be
also a writing course and for this aspect of it, we shall have the aid of
a competent course assistant provided us by the ECB Board. He/she will hold
numerous conferences with individual students and may aid in correction
- may even give a lecture or two. There will be two essays, two or three
prosodic exercises, a formidable midterm and a final – the latter, one of the take-home variety. (Sands) Section 003. This course will consider the development of English
literature from the Middle Ages through Milton. We shall examine the great
works of this period in all genres, with particular emphasis on non-dramatic
poetry. The readings will include Sir Gawain and the Green Knight, Pearl, The Canterbury Tales (selections), a play by Marlowe
and Jonson, The Faerie Queene (selections), short poems by Sidney, Spenser, Raleigh, Greville, Donne, and Herbert, and Paradise Lost
(selections). Class time will be divided between lecture and discussion.
Required: three short papers and midterm and final examinations. Text: The
Norton Anthology of English Literature (4th edition) ed. Abrams, et
al. (Shuger) Section 004. Course description available in August from 7607 Haven
Hall. Section 006. Works written in the Middle Ages and the Renaissance
will appear foreign to a modern audience, not only because the language
causes difficulties, but because they were written in a world substantially
different from ours. At the same time the really great books have qualities that appeal directly to the modern reader. It will be the aim of this course
to work out the historical contexts and significance of these works as well
as their possible meaning for a modern audience. Works will include: (1) the Old English Beowulf and some other Old English and early Middle English
poems in translation, (2) the major works of the fourteenth century (Sir
Gawain and the Green Knight, Langland's Piers Plowman and Chaucer's Canterbury Tales ); and (3) poetry of the Renaissance period (Sidney, Spenser, Donne, Marvell, Shakespeare and Milton's Paradise Lost ).
If time permits specimens from Medieval and Elizabethan drama will also
be discussed. Form: lectures, discussions and student reports. Requirements:
several brief papers and a final exam. (Fischer) Section 007. A selection of works from the late Middle Ages through the Renaissance, e.g., Chaucer's Canterbury Tales, "The Second
Shepherds' Play," Everyman, Sir Gawain and the Green Knight,
Spenser's Faerie Queene, Marlowe's Dr. Faustus, poems by John
Donne and George Herbert, Jonson's Volpone, Webster's Duchess
of Malfi, Milton's Paradise Lost. Mostly discussion, occasional
lecturing. Three papers, a variety of short written exercises, modest attempts
at staging one or two of the plays. A midterm exam; a final exam. (English) 356. Core II (Great English and American Books). (4). (HU). Section 002. The course, the second of a three part sequence required
of English concentrators, will attempt to combine close reading of major
works with attention to the major cultural developments between the late
17th and mid-19th centuries. We will read the poetry of Dryden, Pope, Wordsworth
and Keats, Swift's Gulliver's Travels, Fielding's Tom Jones,
Austen's Emma and Melville's Moby Dick. There will be two
papers, a midterm and a final examination. (Schulze) Section 003. Although the scope of this course dictates a small section
of representative works rather than a full scale survey, we shall try to
understand some of the important religious, political, esthetic, and literary
differences between the three periods we study: England in the later 17th
and early 18th century, England during the Romantic upheaval; America before the Civil War. In the first period, we shall consider selected works by
Dryden, Pope, and Swift along with Dr. Johnson's lives of those poets. In the second, we shall begin with two transitional figures, Blake and Austen; then consider the theory of Romanticism announced by Wordsworth and Coleridge
in the preface to the Lyrical Ballads in relation to their poetry
and that of Keats' and Byron's. Finally, we shall consider how English styles
and ideas from both periods underwent a different development in America, moving from brief selections from early American authors toward a fuller
consideration of Hawthorne and Melville. Lectures will stress the cultural
context in which this literature was written; class discussions will be
exercises in close reading. Three 5-8 page papers, one on each period. A
midterm hour test, and a two-hour final. (Winn) Section 004. Course description available in August from 7607 Haven
Hall. Section 006. We will read "major" writers of the late seventeenth, the eighteenth, and the early nineteenth centuries. The course will attempt
to combine close readings of texts with historical and cultural analysis.
Questions to be addressed include: what makes a literary work "major"
or canonical? Why are women's writing and popular or plebeian writing often
considered "marginal?" What connections can be made between political
and social history and literary modes and movements? In these works, how
do race, sex, and class function as categories of analysis and control?
What is "Augustanism?" What is "Romanticism"? How do
American "frontier" literature and culture grow out of conflicting
Enlightenment and Romantic politics and literary policies? Readings will
include works by Dryden, Pope, Swift's Gulliver's Travels, Johnson's Rasselas, poetry by Blake, Wordsworth, Coleridge, Shelley, and prose
by Emerson and Melville. There will be one two-page essay, two 5-6 page
essays, an emphasis on active class discussion, and a final exam. (Landry) 357. Core III (Great English and American Books). (4). (HU). Section 002. Course description available in August from 7607 Haven
Hall. Section 003. Course description available in August from 7607 Haven
Hall. Section 004. Our readings for this course will take us from about the 1880's to 1970's – a century or so of enormous philosophical, cultural, political, and racial consequence. To be "American" and "British,"
to write "American" and "British" and, finally, to be
"Great" involve considerations about the relationship between
literature, artist, and a complex series of interactions. We will look at the Britain of Hardy, Conrad, Forster (of island and empire); at the America
of Melville, Whitman, and Fitzgerald, and of Hong, Kingston, Walker, and Silko. Joyce, Eliot, and Yeats will add other dimensions to our consideration
of the modernist temperament. There will be a final 10-15 page project;
also one five-page paper, and individual reports on the texts and issues.
These last will form the basis of class discussions. Lectures will be used
to introduce and to summarize issues. (Johnson) Section 005. This course will examine works by American and British
writers from the Victorian period to the present. Texts by male and female
authors will be read in pairs, chosen according to direct personal and/or
literary influence, as representatives of a similar tradition or cultural
context. Questions will be raised about the formation of a literary canon, the impact of history on literary production and the evolution of literary
styles. Novels will include Brontë's Wuthering Heights and Hardy's Jude the Obscure; Jude the Obscure; Forster's Howard's End
and Woolf's Between the Acts; Faulkner's Absolom, Absolom
and Morrison's The Bluest Eye , in addition to Shaw's Mrs. Warren's
Profession and Churchill's Top Girls, stories by James and Wharton
and poetry by Tennyson and Christina Rossetti, Frost and Bishop. There will
be three essays and a final exam. (Herrmann) 367. Shakespeare's Principal Plays. (3). (HU). Section 002. We will read slowly through six of Shakespeare's most
interesting plays: Hamlet, Merchant of Venice, Othello, Macbeth, King Lear, and The Tempest. During our reading
and discussion we will attempt to reconstruct enough of the era in which the plays were written to understand Shakespeare's accomplishment in the
context of his time. Two papers, one at midterm and one at the end of the
course. (Fader) 391. Honors Survey: Medieval English Literature. (3). (Excl). This course offers you a chance to work closely with some of the finest
literary works produced in England in the Middle Ages. The texts we will
concentrate on (Beowulf, parts of the Canterbury Tales, Sir
Gawain and the Green Knight, Pearl, Malory's Morte Darthure, Piers Plowman, and a selection of medieval plays) are splendid in themselves and illustrate various favored genres and modes such as epic, romance, dream-vision, allegory and typology. Students will examine not
only the works themselves, but also the intellectual and cultural environment
which shaped them. Requirements for the course are two papers, a final examination
(and, possibly, a midterm) and active and informed participation in class.
(McSparran) 392. Honors Survey: Renaissance English Literature. (3). (Excl). The course aspires to an examination in depth of the foremost literary
achievements of the late sixteenth and seventeenth centuries in England.
Spenser will be studied first (Four Hymns, The Faerie Queene :
Book I and the Mutability Cantos), followed by Marlowe (Dr. Faustus
and Edward II), Shakespeare (Richard II, Henry IV : Parts 1
and 2, Henry V, Hamlet, The Tempest), Donne (Songs
and Sonnets, Divine Poems), Herbert (The Temple), Marvell
(select poems), and Milton (Comus, Paradise Lost in its entirety).
The historical and intellectual background will be kept firmly in view, but the primary emphasis will be on the literature as literature. The standards
of the course are very exacting, as befits an Honors course. Two essays
and a final examination will be supplemented by discussion to which all
students will be expected to participate without fail. (Students
who have had my Core I will not be admitted). (Patrides) 411. Art of the Film. (3). (HU). May be repeated for credit. 417. Senior Seminar. Senior concentrator in English. (3). (Excl). English 417 along with the Core courses meets the Junior-Senior writing
requirements for English concentrators only. Please add the ECB
modification for 417 at CRISP.
Section 001 – William Blake's Illuminated Books. In this seminar
we will study William Blake's Illuminated Books together with some of his
other writing and art work. The principal Illuminated Books will be facsimile
editions of Songs of Innocence and of Experience, The Marriage
of Heaven and Hell, The Book of Urizen, and, time permitting, Milton. I will provide copies of Urizen and Milton
for course use along with other materials in course pack format. Written
work for the seminar will include short reports, scripts, and a longer paper.
English 417 should be elected by Senior English Concentrators only.
(Wright) Section 003 – Modern Women Writers. This course will examine a wide
range of novels written by modern women writers, with a particular focus
on the experimental narrative forms which emerged under the influence of
Modernism, as well as those generated by cross-cultural experiences of gender.
It will also address issues raised by feminist literary criticism and theory
in both the Anglo-American and French traditions. The reading will include
Collette's The Vagabond, Woolf's To the Lighthouse, Stein's Ida, Christa Wolf's The Quest for Christa T., H.D.'s Hermione
and Wittig's The Lesbian Body. It will also examine the relationship
between gender and race through Morrison's The Bluest Eye, Walker's The Color Purple, Kingston's The Woman Warrior and Cha's Dictee.
There will be an oral presentation, two brief essays and a final paper.
English 417 should be elected by Senior English Concentrators only.
(Herrmann) Section 004 – Satire. This section will focus on the critical and theoretical issues surrounding the design, methods, and purposes of satire.
The first half of the course will be given over to a sampling of major works
of satire and a survey of the major critical works dealing with the satiric
(in the visual arts and film as well as in literature) and with the most
prominent satirists. The second half of the course will be devoted to a
study of specific works and writers chosen by the class. Requirements for the course include regular class attendance and participation in discussion, two or three oral reports, and a major paper (20-25 pp.). English 417 should
be elected by Senior English Concentrators only. (Jensen) Section 005 – Tragedy. Nietzsche' famous aphorism in The Gay Science
pulls the rug out from under a certain tradition of philosophic and humanist thinking and this gesture has led to a frenzied activity in theoretical
discussions throughout the humanities. In this course I would like to study
some of the ways in which Greek tragedy already engages in full (and before the fact, as it were) this same nihilist critique of Platonism in which
today we are so embroiled, an engagement which succeeding traditions of
philosophical and literary critical thinking (as they emanate from Plato
and Aristotle) have worked strenuously to subvert. I will try to show that this tragic engagement is a version of prophetic thinking and akin to the
mode of thinking of the great religious texts of our culture. Readings:
Plato and Aristotle on mimesis, Sophocles' Oedipus Tyrannus,
Aeschylus' Agamemnon, Sophocles' Antigone, Euripides' Medea,
and The Bacchae, Shakespeare's Hamlet, Beckett's Waiting
for Godot, and Miller's Death of a Salesman in an attempt to
assess the possibility of a persistence of this engagement in modern drama.
We will also look at some of the major theorists of the tragic (Hegel, Nietzsche, Heidegger) as well as some of the classical critics (Knox, Vernant, Bradley)
and some more recent theorists – Girard, Goldman, Foucault, among others.
Lecture and discussion. There will be a paper and a series of brief quizzes.
English 417 should be elected by Senior English Concentrators only.
(Goodhart) Section 006. Course description available in August from 7607 Haven
Hall. Section 007. Course description available in August from 7607 Haven
Hall. Section 008 – Narrative Theory. This course will study narrative theory by first examining a few short works of fiction and then relating
to them ideas developed from reading some seminal works in the various schools
of critical theory. The class itself will decide what works of fiction to
read; but the instructor will determine the theoretical material. The class
will read texts by writers in the "realistic" school of criticism, by Henry James and his followers, by the Russian Formalists, by structuralists
and post-structuralists, and by reader-response critics. Students will develop their own critical and theoretical abilities by working throughout the term
on a single paper of 15-20 pages. English 417 should be elected by Senior
English Concentrators only. (Konigsberg) Section 013. Reserved for Professional Semester participants. See
description at the beginning of the English Department listings. (Howes) 423 The Writing of Fiction. Open to seniors and graduate students;
written permission of the instructor is required. (3). (HU). May be repeated
for credit with permission of the undergraduate chairman. Course description will be available in August from 7607 Haven Hall.
(Jones) 427. Playwriting. Permission of instructor. (3). (HU). The craft of professional playwriting is taught through lectures on
dramatic structure and basic outlining, the reading and analysis of plays, writing exercises, attendance at productions, and the writing of at least
two one-act plays for the company of student actors attached to the class.
A selection of the plays is performed for the public at the end of the term.
Grades are based on attendance, level of participation, papers, and the
mastery of basic playwriting craft as demonstrated in plays and criticism.
Admission by permission of instructor. No writing samples will be requested.
A sign-up sheet will be available outside of 2527A Haven Hall beginning
on September 5th. Sign up for a 15 minute appointment to see Professor Stitt
on September 7th. He will be seeing students beginning at 10 a.m. and throughout the day at the same location. Overrides will be available from Professor
Stitt at the time of your interview. (Stitt) 429. The Writing of Poetry. Written permission of instructor is
required. (3). (HU). Course description available in August from 7607 Haven Hall. 431. The English Novel from Dickens to Conrad. (3). (HU). We will read seven major Victorian novels: David Copperfield, Barchester Towers, Our Mutual Friend, Middlemarch, The Princess Casamassima, The Mayor of Casterbridge, and The
Secret Agent. Our aim will be to enjoy these great works of fiction, to analyse the themes and values with which they are concerned, and to learn
from them. We will pay particular attention to such themes as reform, social
and personal responsibility, and the artist as social critic. In our work
with these novels we will use all the tools of analysis that we can, in
order to understand them and articulate our understanding. We will not, however, concern ourselves with critical theory; this is a literature course.
Hard work (the reading load is about 4,000 pages), serious thinking, intelligent
discussion are expected. There will be three papers, daily scribbles, and a final exam. Optional free discussion meetings will be held at my home
on Tuesdays. (Hornback) 432. The American Novel. (3). (HU). Must have elected Introductory Composition; intended primarily for juniors
and seniors. A prerequisite for admission is the prior successful completion
of at least two 200-, 300-, or 400-level English courses or the equivalent.
This course is intended to reveal the growth of the American novel through
a study of major works of some of its foremost artists: Hawthorne, Melville, Twain, Dreiser, Anderson, Hemingway, Fitzgerald, Faulkner, and Ellison.
We will read The Scarlet Letter, Moby Dick, Huckleberry
Finn, Sister Carrie, Winesburg, Ohio, The Sun Also
Rises, The Great Gatsby, Light in August, and Invisible
Man. One of the aims of the course will be to trace recurrent themes
in the American experience as they are treated in fiction. The instructor
will present background material on the author and the work to provide an
additional basis for class discussion and analysis of the works and issues
raised by them. There will be three one-hour tests and an optional term
paper. (Blotner) 433. The Modern Novel. (3). (HU). The class will study some of the major novels written in England, America, and on the continent during the past 100 years. We shall begin with Dostoevsky's The Brothers Karamazov and try to understand the major breakthrough that the author made in fiction and the impact he was to have on future
novels and modern thought. The class will then examine the nightmare world
of Kafka's The Trial and the psychic eroticism of Lawrence's Women
in Love. We shall spend a number of weeks on Joyce's Ulysses,
trying to understand the full dimension of the work and its relations both
to the history of the novel and twentieth century civilization. Sartre's Nausea will lead us to problems concerning existence and action, and Faulkner's Absalom, Absalom! will force us to confront our own
American dilemma, while allowing us to make a final assessment of the variability
and possibilities of the modern novel. The course will proceed as a series
of discussions between students and the instructor, except when brief lectures
are necessary to clarify difficult points, give background information or
simply prod conversation. Each student will be required to write two short
papers as well as midterm and final examination. (Konigsberg) 434. The Contemporary Novel. (3). (HU). A reading and discussion of fiction since 1945, probably including one
novel each by writers such as Sartre, Camus, Beckett, Robbe-Grillet, Grass, Barth, Bellow, Heller, Iris Murdock, Doris Lessing, Angus Wilson, Fowles, Updike, Pynchon, and Mailer. Perhaps not all of these will be included -
or students will have options. General method is the interruptible lecture, as well as discussion. Two papers, a midterm, and a final. (Gindin) 440. Modern Poetry. (3). (HU). We shall read the work of selected British and American poets of the
first half of the century: Hardy, Yeats, Frost, Stevens, Eliot, Pound, Williams, and others. Most of our attention will go to ten or twelve poets, and one
poet's career will be studied in depth. The objective of the course is a
sympathetic understanding and enjoyment of the individual poems, but we
will also consider some of the ideas, events, and historical developments that helped to give modern poetry its distinct character. Lecture-discussion.
Two short papers and one long paper; midterm and a final examination. (Goldstein) 442. History of Poetry. (3). (HU). In this course we will read a substantial amount of poetry by most of the major makers of the short poem in English from the early Renaissance
roughly to the present. Take the definition of the short poem as elastic, and as encompassing the four lines of 'O Western Wind' as well as longish
poems like 'Lycidas,' 'The Rape of the Lock,' and 'Sunday Morning.' The
aim of the course is pleasure, broadly construed. The informing principle
is that poetry gives the highest pleasure. If you endorse this principle, you are a good candidate for the course. It might be useful were you to
have had 240 or a comparable introduction. Anyway, you ought to show some
conversance with poetry. The course will differ from 240 (as I teach it)
in that progression will be chronological. By the end of the term you should
have a pretty fair knowledge of lyric poetry in English from its beginnings.
I will teach from the open book – no formal lectures – and will encourage
and in fact insist on give and take between me and the class. We will use the five volume Auden-Pearson Poets of the English Language, and possibly the shorter Norton anthology for the modern period. There will
be probably two short papers, a midterm and a final. The tests will be like the papers: essays in criticism. (Fraser) 443/Theatre 421. History of Theatre: I. (4). (HU). This is primarily a course in the art of the theatre rather than a course
in drama. A play as realized in the theatre represents the playwright's
feelings and ideas given form through an actor in an environment enhanced
by scenery, lighting, and costume designers under the creative eye of a
director. Thus, the focus is not just on the play itself but also on the
audience, the theatre architecture, the conventions of scenery and costuming, and approaches to acting. These aspects of theatre are all examined from the time of the Greeks to 1700 in an attempt to relate the plays to their theatrical environment. After ancient Greece, the class studies the theatres
of Rome, the Middle Ages, Renaissance Italy, the Golden Age of Spain, Elizabethan
and Restoration England, and 17th century France. The class notes the influence
of previous ages and distinct characteristics of the new age. There are three one hour examinations, a final examination, and a research paper.
(Bender) 447. Modern Drama. (3). (HU). A course covering European drama between the final decades of the nineteenth
century and the second World War. We will read plays by the following dramatists:
Ibsen, Strindberg, Chekhov, Synge, Shaw, Pirandello, Brecht, and playwrights
of the French avant-garde. We will explore a number of issues: the play
of ideas; the impact on drama of different theories of the theatre and theories
of acting; modes of addressing (or confronting) the audience; the tension
between naturalism and more stylized modes such as the dream play, opera, and the play-within-a-play; dramatic responses to World War I and collapse
of values; modern conceptions of the self and its masks. More broadly, our
study will trace the development of new dramatic forms as these dramatists
make unprecedented – and often impassioned – use of the stage to address
social, psychological, and metaphysical questions. Lectures will be combined
with the discussion; participation in the course will include a reading
journal, one paper, and a final exam. (Garner) 465. Chaucer: The Canterbury Tales. (3). (HU). We will read most of the Canterbury Tales and some of Chaucer's
other work. Class time will be largely devoted to discussion of these texts, which will of course be read in Chaucer's Middle English. There will be
a final examination at the scheduled time. Undergraduates will do two or three shorter papers and graduate students will write one longer paper.
The Canterbury Tales are, among other things, a dramatic anthology
of various literary types. So, as an anthology, they point rather precisely
out from Chaucer into late medieval literature, and as drama they point
to the social life of 14th century England. It will be an important effort
in the course to keep these two contexts actively in mind, while we keep the poem in central focus. (Lenaghan) 471. Nineteenth-Century American Literature: Key Texts. (3). (HU). This course will survey nineteenth century American fiction, non-fiction, and poetry, examining closely the individual texts as well as their relation
to cultural and literary traditions at large. Readings will include Emerson's
essays, Thoreau's Walden, stories by Poe and Hawthorne, Melville's Moby Dick, poetry by Whitman and Dickinson, and, lastly, The Education
of Henry Adams. Requirements: attendance, one short essay, a
longer term paper, and a final exam. (Larson) 472. Twentieth-Century American Literature: Key Texts. (3). (HU). This course in American literature of the twentieth century will focus
on significant technical developments in fiction and drama. The writers
included are important, fascinating, and challenging. While their work is
interesting in technique, what they have to say about the human condition
is also well worth our careful attention. We will read eight novels: James' The Awkward Age, Anderson's Winesburg, Ohio, Hemingway's In
Our Time, Faulkner's The Sound and the Fury, O'Connors' Wise
Blood, Baldwin's Another Country, Laurence's The Diviners,
and Wilder's Theophilus North; and two plays – O'Neill's Mourning
Becomes Electra and Miller's Death of a Salesman. The conduct
of the course will depend on introductory lectures and as much discussion
as possible. There will be two or three short exercises and a more substantial
term paper. There may be a final examination. (Powers) 478/CAAS 476. Contemporary Afroamerican Literature. (3). (HU). See Afroamerican and African Studies 476. (G. Jones) 482. Studies in Individual Authors. (3). (HU). May be repeated
for credit. Section 002 – George Orwell. Blotting out the current MediaGaggle
debate over how conditions described in 1984 have – or have not -
come true in WesternCiv, we will examine Orwell's work as literature rather than as PoliProphecy. This includes Burmese Days, Down and Out
in London and Paris, Keep the Aspidistra Flying, Coming Up
for Air, Road to Wigan Pier, Homage to Catalonia, Animal
Farm, and his fine essays, political and literary. Our approach to 1984
will be by way of other utopia-dystopia writers – More, Bellamy, Huxley, and Zamyatin. Midterm, final papers. (Eby) 483. Great Works of Literature. (1). (HU). May be repeated for
credit if different works are studied. 489/Educ. D 440 (School of Education). Teaching of English. Engl.
305 is prerequisite, and concurrent election of Educ. D 592 is required.
(3). (HU). 493. Honors Survey: Nineteenth Century English Poetry. Admission
to the English Honors Program. (3). (Excl). We will study three successive generations of 19th century poets – first
Coleridge and Wordsworth; then Keats, Shelley, and Byron; and finally Browning, Tennyson, and Arnold. We will read widely in the major poetry and related
prose of those writers, but focus on a smaller number of works. Students
should emerge with a deepened appreciation of individual poems and authors, and with a sense of the development of 19th century poetry and of the nature
of poetic influence. Primarily for seniors in the Honors program; one short
essay or midterm; a longer essay and a final exam. Texts will be David Perkins' English Romantic Writers and Buckley/Woods' Poetry of the Victorian
Period. Lecture and discussion. (Ellison) 494. Honors Survey: Nineteenth Century English Fiction. Admission
to the English Honors Program. (3). (Excl). We will read a number of classic nineteenth century English novels, and consider them from various points of view – thematic, stylistic, literary, historical. But we will focus most of our attention on two questions central
to the fiction of this period: what does it mean, for both writer and character, to be related to a community? and how does repression serve the interests
of those who devote themselves to it? Novels by Charlotte Brontë, Dickens, George Eliot, Thackeray, Gissing, Hardy; and Richard Sennett's The Fall
of Public Man. Two papers, final. (Kucich) Environmental Studies Courses (Division 366)
The Environmental Studies Program is designed to complement a student's
training in a particular discipline. It is not a concentration program although
it is possible for a student to work out the equivalent of a major in environmental
studies through the College's Individual Concentration Program. Interested
students may contact Professor Stephen Kaplan, Director, 3418 Mason Hall
(764-0426). The Environmental Studies Program currently consists of several
environmental studies courses, providing three different levels of educational
experience, plus a number of regular departmental courses cross-listed as
Environmental Studies courses. The first course level within the program consists of Environmental Studies
320. This lecture/discussion course is not so much concerned with particular
environmental problems and solutions but instead is designed to provide
an understanding of why such problems exist and what contributions the several
disciplines can make toward the solution of the complex issues which these
problems raise. It thus provides a rational view of the environmental concerns
of the day. Environmental Studies 320 is not generally recommended to Freshmen. The second level of courses in the program provides a variety of perspectives
from which to view and analyze areas of environmental concern. The exact
nature of the courses offered on this level depends upon the individual
or group of individuals teaching each course, and the topics vary from term
to term. The third level of course work includes Environmental Studies 420 and 421
and is designed to provide the student, who has acquired a sound background
in environmental studies through course work from the two lower levels of
courses and through work in other departments and schools, with an opportunity
to study, a particular environmental issue. It is the responsibility of the student to consider carefully a plan of study, to find others who might
wish to work with him or her, and to attempt to find a faculty member to
supervise the work. 320. Introduction to Environmental Studies. (4). (Excl). This course does not focus on specific environmental problems, but instead
emphasizes the basics that underlie such problems. It provides a broad, systematic introduction to this area, and students from diverse backgrounds
are welcome. The course is organized around a series of lectures presented
by faculty from many different departments and schools. Issues raised by these diverse lectures are discussed in the section meetings. Students are
expected to prepare reading logs containing critical comments on course
related material selected from the library. The course surveys the contributions
made by various disciplines toward an understanding of the environment and its problems. Thus there is a consideration of earth, air, fire and water;
plants and animals; and of humans and human institutions. Man is not an
isolated phenomenon. He is a member of that larger class of living things that gradually emerged out of the chemistry of the earth, and man is still
tied to and reflects that origin. Man has appeared rather recently on the
evolutionary scene and has intimate ties not only with the earth but also
with other organisms that share his environment. He, like other animals, depends on plants for his very existence and is dependent on other animals
in many ways. He even achieves some insight into his own nature by observing the way other animals behave. Yet he has developed new forms of organization
and technology that have brought him problems never before faced by an organism
on earth. (Eschman) 349/Geol. 282. Environmental Geology. (3). (NS). See Geological Sciences 282. (Dorr) 350/Geol. 281. Environmental Geology. (4). (NS). See Geological Sciences 281. (Dorr) 355/Psych. 476. Environmental Psychology. Psych. 443 or 444; or
introductory psychology and Environ. Studies 320. (3). (Excl). See Psychology 476. (S. Kaplan) Far Eastern Languages and Literatures 320(Chinese 320/Japanese 320)/Asian Studies 320/Phil. 335/Rel. 320. Introduction
to Buddhism. Buddhist Studies 220 or equivalent. (3). (HU). This course is designed to introduce the student to the basic doctrinal
conceptions of Buddhism in their historical evolution. The history of Buddhist
ideas and practices will be presented primarily through the critical analysis
of Buddhist scriptures (in English translation). The main topics to be discussed
are: the life of the Buddha, the Early Community, the nature of Buddhist
meditation, the development of sectarian and scholastic movements, and the
spread of Theravada and Mahayana Buddhism. No previous knowledge of the
subject is required, although Religion 202 (Buddhist Studies 220) or the
equivalent is recommended as background for this course. (Gomez, Staff) Courses in Chinese (Division 339)
101 Beginning Chinese. (5). (FL). This is the first half of an introductory course in speaking, understanding, reading, and writing standard Mandarin Chinese. The course begins with intensive
pronunciation drill accompanied by presentation of the pinyin romanization
system. From the second week of the term, classroom lessons are aimed toward
achieving a mastery of basic patterns of the spoken language and developing
a gradual accumulation of basic vocabulary. Chinese characters are introduced
in the seventh week of the term with increasing amounts of time outside the classroom devoted to preparation of readings. The texts for the course
are DeFrancis, Beginning Chinese and DeFrancis, Beginning Chinese
Reader. The entire class meets two hours each week for lecture, discussion, and a limited amount of drill; the class is then divided into smaller drill
sections each of which meets three hours a week. Students are expected to
make full use of the large quantity of material on tape in the Language
Laboratory (2003 Modern Language Building). (Tao) 201 Second-Year Chinese. Chinese 102 or equivalent. (5). (FL). This course is a continuation of work begun in Chinese 101-102. Students
electing the course should have mastered the spoken language material presented
in DeFrancis' Beginning Chinese or a similar introductory text and should be able to recognize and write about 400 characters and 1200 combinations.
The primary goal of the course is achievement of a basic level of reading
competence within a vocabulary of 800 characters and accompanying combinations.
A closely integrated secondary goal is continued improvement of aural understanding
and speaking competence. These goals are approached through classroom drill
and recitation, out-of-class exercises, and work in the language laboratory.
Daily class attendance is required. Students are graded on the basis of
daily classroom performance, periodic quizzes and tests, homework assignments, and a final exam. The texts, both by DeFrancis, are Intermediate Chinese
Reader, Parts I and II, and Intermediate Chinese. (Ma) 378. Advanced Spoken Chinese. Chinese 202 or 362. (1). (Excl).
May be repeated for credit. This course is designed as a spoken language supplement to the post-second
year Chinese reading courses. The prerequisite is two years of modern Chinese
(UM courses 101 through 202, or equivalent courses at another institution), and students enrolled in the course should also be enrolled in a third year, fourth year, or classical Chinese course. The purpose of the course is to
continue building on the foundation of spoken competence laid down in first
and second year Chinese. This is done through classroom drill and conversation, presentation of brief speeches and stories, discussion of materials read
and of fellow students' presentations, and through out-of-class preparation
for these activities, including required use of the language laboratory.
Though some attention is paid to character writing, the emphasis is very
strongly on the aural-oral skills (supported by thorough control of the pinyin romanization system), and it is on the development of these
aural-oral skills that the student is graded. The required text for the
course is DeFrancis, Advanced Chinese. Character Text for Advanced
Chinese is also suggested, and a limited amount of other materials may
be introduced in class. (Ma) 451 Literary Chinese. Chinese 202 or 362. (4). (HU). This is a course for specialists, requiring knowledge of modern Chinese
at least through the Second Year level. Using Shadick's A First Course
in Literary Chinese as a text, supplemented with locally prepared handouts, we treat selectively the styles of Chinese (poetry as well as prose) that
were written in traditional times, from the Chou classical age into the
Ch'ing dynasty. Classes are in small recitation groups, requiring steady
application measured in weekly tests and regular hand-in exercises, and a two-hour final exam. Emphasis is always given understanding, and rendering
clearly into English. The course is the first half of a two-term sequence that is prerequisite to more advanced Chinese courses. (Crump) 468/Phil. 468. Classical Chinese Thought (To A.D. 220) Upperclass
standing; no knowledge of Chinese required. (3). (HU). See Philosophy 468. (Munro) 471. Classical Chinese Literature in Translation. No knowledge
of Chinese required. (3). (HU). A general survey of the highlights of early Chinese literature in English
translation from the earliest times to the 13th century. We will begin with
a brief look at China's unique world view (as presented in the ancient I
Ching or The Book of Changes), which contrasts sharply with virtually
all other world conceptions, and then extends to the various forms of poetry, fiction, and philosophical and historical prose. The principal aim is to
enable students to become familiar with those masterpieces of literature that illustrate the range and depth of the Chinese imagination, the inner
life of the individual as well as the outer social and political life of
China through the centuries. Classes consist of a series of "mini-lectures"
introducing the background and contexts, and of in-depth discussions of
particular works. There will be two brief papers and a final exam.
Sample readings include Cyril Birch, ed., Anthology of Chinese Literature,
Vol. I; D.C. Lau, tr., Lao Tzu: Tao Te Ching; Lin Yutang, ed., The
Wisdom of China and India; A.C. Graham, tr., Poems of the Late T'ang;
Burton Watson, tr., The Basic Writings of Chuang Tzu; Burton Watson, Chinese Lyricism; and other materials in a Course Pack. (Lin) Courses in Japanese (Division 401)
101 Beginning Japanese. (5). (FL). The course aims at the acquisition of four basic language skills – reading, writing, speaking, and listening comprehension – in Japanese. The emphasis
is on thorough mastery of the fundamental structure of Japanese through
aural-oral exercises and practice to the extent that fluency in both spoken
and written Japanese is achieved. In Term I (Fall) the basic rules of the
Japanese writing system are presented. Hiragana is used from the
very beginning and later Katakana and 70 Kanji are introduced.
In Term II (Winter) an additional 130 Kanji are introduced. It is
highly recommended that students make use of the taped exercises daily in the Language Laboratory or at home with the aid of the textbook. Student's
grade will be based on: 1) attendance; 2) performance in the classroom and on homework; and 3) results of quizzes, tests, and a final examination.
(Endo) 201 Second-Year Japanese. Japanese 102 or equivalent. (5). (FL). Designed for students who have finished an introductory text, the course
will help students acquire more proficiency in modern Japanese. Although
increasing emphasis will be given to reading and writing, listening and speaking will constitute an integral part of the course, and the course
will be conducted primarily in Japanese. Approximately 500 (cumulative) kanji will be introduced in Japanese 201 and 800 (cumulative) in
Japanese 202. The dialog section of each lesson will help students learn
important styles of spoken Japanese in various social and cultural contexts.
Evaluation will be based on quizzes, tests, exams and daily performance
as well. (Kato) 401. Japanese Literature in Translation: Classical Periods to 1600. A knowledge of Japanese is not required. (3). (HU). A survey of Japanese literature from the eighth century through the
sixteenth. All assigned readings are in English translation, and no previous
knowledge of Japan or the Japanese language is required. Special attention
is given to the greatest works of the pre-modern Japanese literary tradition, including the Man'yoshu (ca.759), the first great anthology of native
poetry; The Tale of Genji, the great psychological novel of court
life from the early eleventh century; diaries and essays from the Heian
period (ca.800-1200); selections from the epic war tales of the thirteenth
century; and some of the great noh plays of the 14th and 15th centuries.
This course, together with Japanese 402, its sequel, are recommended to
all students with a general interest in Japanese culture and civilization.
Classes are primarily devoted to lectures, with occasional discussion periods
and ample opportunity for questions from students. There are a midterm examination
and a final examination, emphasizing essay questions. Also one short paper
of some 10 to 15 pages is required. Students are graded on the basis of this written work, together with their class attendance and participation
in discussions. In addition to a course pack, required texts include: D.
Keene, ed., Anthology of Japanese Literature from the Earliest Era to the Nineteenth Century; E.G. Seidensticker, trans., The Tale of Genji;
and D. Keene, trans., Yoshida Kenko's Essays in Idleness. The course
is required for concentrators in Japanese. 405 Third-Year Japanese. Japanese 202 or equivalent. (5). (Excl). The course aims at further development of overall language proficiency through reading of modern texts in various fields, discussion and composition.
Classes will be mostly conducted in Japanese, and drills and homework assignments
will be aimed at improving the students' command of grammar and more advanced
vocabulary as well as developing translation techniques. The students will
be given assignments to translate some pages of Japanese writings that are
in the students' fields of specialization. 407 Advanced Readings in Modern Japanese Literature. Japanese
406 or concurrent enrollment in Japanese 406. (4). (HU). Through close readings of works in a variety of styles in modern Japanese
literature, the course aims to facilitate the student's progress in reading
Japanese, to move beyond the level of deciphering and to help the student
increase both his speed and accuracy of reading. The emphasis of the course
is on close translation, in class, of the Japanese text. The course will
also teach the student how to use dictionaries and other basic research
aids effectively, and will help him begin to develop some critical sensitivity
to Japanese literature. 461. Social Science Readings in Japanese. Japanese 406. (4 each).
(Excl). May be repeated for credit with permission of instructor. This is a course designed to give the students who have completed three
years of the Japanese language studies the opportunity to read the Japanese
writing in various disciplines of social science. In the sense that Japanese
405-406 or Japanese 411 are prerequisite to this course, it is a part of the departmental sequence. The grades for the course are determined by means
of two examinations and a paper which is usually the refined translation
of a part of the students' readings for the term. The reading texts are
chosen according to the students' needs and specialization. It is a reading
course. (Kato) 541 Classical Japanese. Japanese 406 and 408, or permission of
instructor. (4). (HU). An introduction to the classical written language, with emphasis upon
grammar, syntax, and various classical written styles. A reading knowledge
of modern Japanese (equivalent to at least three years of study) is a prerequisite.
Class meetings are devoted to reading, translating from Japanese into English, the grammatical analysis and drill. A selection of literary works from the
tenth through the sixteenth centuries are read, with stress on accurate
translation, close analysis of grammatical structure, and careful attention
to literary qualities. Materials which include the Hojoki (Record
of My Hut) of Kamo no Chomei (1155-1216) and selections from the thirteenth-century
war tale Heike Monogatari (Tale of the House of Taira). This course
is required of graduate concentrators in Japanese and is a prerequisite
(with Japanese 542) to advanced work in pre-modern Japanese literature.
It is also highly recommended to graduate students of pre-modern Japanese
history, Japanese art history, etc. It may also be taken by undergraduates
with sufficient advanced preparation in the modern language. 553. Classical Japanese Poetry. Japanese 542. (3). (HU). May be
repeated for credit with permission of instructor. An introduction to the Japanese classical poetic tradition through reading
and analysis of representative Japanese verse from the seventh century A.D. through the 14th. A working knowledge of classical Japanese (equivalent
to Japanese 541 and 542) is a prerequisite. Readings of individual poems
and poetic literature are combined with oral reports, written work (equivalent
to one long seminar paper), and occasional lectures by the instructor. Works
covered include the great poetry anthologies, Man'yoshu (Collection
of Ten Thousand Leaves, ca.759), Kokinshu (Collection of Ancient
and Modern Times, ca. 1205). Other anthologies, individual collections, and critical works are also consulted. The course may be elected repeatedly
for credit by the same students, in which case materials not previously
studied are used. Recommended not only for graduate concentrators in Japanese, but also for students of pre-modern Japanese history, art history, Buddhism, etc. The approach is essentially analytical and practical, representing the application of Western techniques of analytical criticism to Japanese
materials. (Brower) 554. Modern Japanese Literature. Japanese 406 and 408; or permission
of instructor. (3 each). (HU). May be repeated for credit with permission
of instructor. This course is a graduate seminar in the rise of the modern Japanese
novel. Students will be expected to do all reading in the original Japanese, to present seminar reports, and to write a final paper. Readings will include
landmark works by major writers of the Meiji-Taisho periods. (Danly) Courses in Film and Video Studies (Division 368) 200. Introduction to Film Techniques. (2). (HU). This course is required for concentrators in the Program in Film and Video Studies and is designed to give students a basic intellectual understanding
of film techniques and how they are used to create individual works of film
art. Techniques demonstrated and discussed include lighting, lighting effects, cameras, lenses and lens effects, color, film stocks and processing effects, camera angles, special effects and sound. On the completion of this course
students should have the necessary technical knowledge for aesthetic analysis
of film. The structure of the course is a combination of lecture, discussion, live technical demonstration, and slides specially created for the course.
There will be pertinent assigned readings, three short projects, and a final
examination. (Tyman) 236/Hist. of Art 236. The Art of the Film. (4). (HU). A fee is
assessed to help defray the costs of film rentals. This course examines through lectures, demonstrations, and discussions the psychological dramatic effects of various film elements (e.g., camera
movement, editing, acting, sound, and special effects). Each week we view
two films which make outstanding use of one of these basic techniques. The
technological and artistic history of film from its beginning through the
early years of sound is also emphasized. During the recitations we discuss the meaning of the week's films as well as the techniques employed. We also
write five short exercises, a ten-page analysis of a current movie, and a final exam. A lab fee is assessed to help pay for film rentals. (Cohen) 399. Independent Study. Permission of instructor. (1-4). (Excl).
(INDEPENDENT). May be repeated for credit. Directed research under supervision of a faculty member associated with the Program in Film/Video Studies. For more information, contact the Film
and Video Studies Office (764-0417). Other Film-Video Courses. The following are offered during Winter
Term, 1984, and are among those which can be used as part of a concentration
plan in Film-Video Studies. For more information about these courses consult this Guide : Communications 521, History of the Motion Picture; English 411, Art of the Film; English 413, Studies in Film
Genre; French 410, Le cinema francais; RC Humanities 457,
Production Seminar: Fiction, Fantasy, Fairy Tale; Slavic Languages and Literature 312/RC Humanities 312, Soviet and East European Cinema. Courses in Geography (Division 374)
101. Introduction to Geography. (4). (SS). This course introduces modern geography to students who have no previous
knowledge of the subject and demonstrates how a geographic point of view
can enhance an understanding of world regions and environments as well as the implementation of successful urban and regional planning. To do this, social and physical systems and the interaction between them are discussed
in terms of their spatial attributes. The course thus defines geography
as the study of human-environment systems from the viewpoint of spatial
relationships and spatial processes. Lectures begin with a consideration
of the city and introduce students to increasingly complex spatial models
which represent geography's special contribution to the social and physical
sciences. The basic premise is that the spatial insights provided apply
not only cross-culturally to human systems, but also, with appropriate modifications, to those in nature. The course analyzes how human and natural systems in
combination create geographic regions which sustain humankind. Two one-hour
examinations plus a final; three lectures and one recitation section each
week. (Kolars) 201/Geology 201. Introductory Geography: Water, Climate, and Man. (4). (NS). See Geological Sciences 201. (Outcalt) 381. Elementary Cartography. (4). (SS). Maps organize, record and present uniquely information about our earth, its history, its people, its resources, its cultural and physical features
and distributions of varied geographical phenomena around us. We encounter
maps in many forms as city maps, road maps, weather maps, wall maps and atlases. We use maps as planners, historians, engineers, teachers, researchers
or as travelers in our daily lives. Maps contribute to a wealth of information
about the environment in which we live and the world around us. Geography
381 is an introduction to the mapping process, with particular emphasis
on the techniques of map design to display spatial data, map drawing, map
reproduction and map use. Students will obtain a basic understanding of the processes and problems involved in map making and develop basic skills
to design, draw and produce a map. The course consists of two one-hour lectures
and two, two-hour laboratories each week. Students will be expected to spend
some time outside regular laboratory periods for completing projects. Elements
of Cartography by Robinson, Sale, and Morrison will constitute the main
text supplemented by additional reading assignments. The course grade will
be based on two midterms, one final, and the laboratory exercises. (Aggarwala). 420. Geographic Basis of Southeast Asian Society. (3). (SS). This course examines the basic physical conditions in Southeast Asia
in which man has developed his various life patterns. The variety of ethno-linguistic
groups and their distribution is discussed, with particular attention to the Indian and Chinese minorities. The development of the major religions
in the region is considered with particular attention to the economic and social impact of Islam and Buddhism, as well as a discussion of indigenous
religions such as Cao Dai and others. The formation of national states, their economic and political viability, are covered, with emphasis on the
problems faced in the process of "decolonization." Grading is
based on two to three examinations, one of which is optional. Reading is
moderate. (Gosling) 432/Urban Planning 432. World Food Systems. (3). (SS). The emphasis of the course is on the relationship between nutrition
needs, food production and distribution, and national and international
food policies. The geography of rural land use and the means of appraisal
and use of the environment by different cultures are presented. Social, economic and technological aspects of food supply in developed and underdeveloped
countries are analyzed in a search for pragmatic and operational ways to
improve the world food situation. The role of U.S. agriculture is considered
in national and international perspective. The course is designed for geographers, planners, public policy students, and those concerned with the interplay
between environmental processes and human organization in creating and allocating the world food supply. The course grade is determined by performance on
graded exercises, term paper, midterm and final exams. (Nystuen) 433/Urban Planning 433. Urban Geography. (3). (SS). Geographical factors affecting location, organization, and functioning
of cities. Both internal arrangement and external connections of cities
are analyzed with major emphasis on intra-city relationships. (Nystuen) Courses in Geological Sciences (Division 377) A. Introductory Courses and Courses for Non-concentrators G.S. 100 – 114 are short (half-term) courses. They consist of detailed examinations
of restricted geologic topics. The department lists the specific courses
from this series in the Time Schedule for the terms they are offered
(fall and winter terms only). Each course, when offered, meets twice weekly
for half of the term (first half or second half), and the specific dates
for each course are printed in the Time Schedule. These courses are
designed primarily for students with no prior geologic training and they
are open to all interested persons. G.S. 100-114 are offered on the graded
pattern (optional pass/fail). 100. Coral Reefs. (1). (NS). Coral Reefs will be an in-depth tour of the biological and physical
processes active in modern reef systems to provide a detailed understanding
of the ecology of the individual organisms and the complex nature of their
interactions within the reef community. Evolution of the reef community
will be examined, ranging from the crude framework structures formed over
one billion years ago by primitive algae to the luxuriant and diversified
reefs of the modern-day oceans, to define the evolutionary strategies of
reef building organisms. By tracking these evolutionary strategies through
geologic time, the implications of man's intervention with the Earth's hydrosphere
and atmosphere on the character of future reef communities will be considered.
(Lohmann) 102. Energy from the Earth. (1). (NS). A survey of the principal non-nuclear energy resources of the earth:
oil (petroleum), natural gas, coal, tar sands, oil shale. Includes discussions
of the geology of these materials, their composition and/or mineralogy, types of deposits, recovery, utilization and technology, and ecological
problems. No prerequisites, except that a course in elementary chemistry
(high-school or university) is highly desirable. Lectures only – profusely
illustrated with slides. Grade based solely on final examination. Text:
Buedisili & Firebaugh (Eds.), Perspectives on Energy (3rd ed.)
published by Oxford University Press, 1982. (Wilson) 103. Dinosaurs and Other Failures. (1). (NS). This course will provide an introduction to our current understanding
of dinosaurs and certain other reptilian groups of the Mesozoic Era. It
is intended for students with an interest in geology, paleontology, or evolution, but does not require prior training in these fields. The course will deal
with broad features of the evolutionary history of dinosaurs, methods of
reconstructing dinosaur behavior and ecology, new developments in our interpretation
of the biology of dinosaurs, and possible causes for the extinction of dinosaurs.
There will be two lectures each week and a single exam at the end of the
course. (Fisher) 104. Ice Ages, Past and Future. (1). (NS). This course looks at the effects of past glaciations on the landscape
and on life, man in particular. Concurrent climatic and paleogeographic
changes, both in continental and oceanic realms, are also reviewed. The
causes of the ice ages that have dominated the Earth for the past two million
years and predictions of future ice ages based on current geological research
are examined. The course consists of lectures and one (final) exam. (Farrand) 105. Continents Adrift. (1). (NS). The seemingly stable land masses of the world are actually in motion.
Continental collisions and fragmentation, formation of new ocean floor, and specific patterns of earthquakes and volcanoes are some of the events
caused by earth motions. This course presents the modern view of plate tectonics
and continental drift, their suspected causes, and the predictable consequences
of such a dynamic system. (Bogen) 107. Volcanoes and Earthquakes. (1). (NS). The course is a study of the earth in action and includes the following
topics: geography of earthquakes and volcanoes; catastrophic events in historic
times; size and frequency of occurrence of earthquakes and volcanic eruptions; the products of volcanism; volcanic rocks; volcanic activity through geologic
time; volcanic exhalations and the evolution of the earth's atmosphere and oceans; relationship of earthquakes and volcanoes to plate tectonics and the internal dynamics of the earth; volcanism on other planets; volcanism
and geothermal energy; manmade earthquakes; and earthquake prediction and control. Instruction by lecture, evaluation on basis of final exam. (Pollack) 108. Minerals in the Modern World. (1). (NS). Lectures provide insights into the character, distribution, utilization, economics, politics, and deleterious side effects of mineral resources.
The geology, including how a resource occurs, how it originates, and how
much exists receive the most emphasis. The course centers around metals, such as iron, aluminum, and copper, essential to modern industrial society, fertilizers, and water, rather than energy, which is covered in Geological
Sciences 102. Current events related to minerals and national or international
affairs are always incorporated as they arise. Grading will be based on
one half hour exam and a one hour final. Texts: Kesler, Our Finite Material
Resources, McGraw-Hill, 1976; G.S. Course Pack, Dollar Bill Copying.
(Cloke) 112. Nuclear and Other Future Energy Resources. (1). (NS). A survey of the geology, mineralogy, present and future developments, and ecological implications of nuclear energy, fusion, tar sands, and oil
shales. (Cloke) 117. Introduction to Geology. Credit is not granted for G.S. 117
to those with credit for an introductory course in geology. (5). (NS). This course provides a one term, introductory level survey of the field
of geology. No previous science background is assumed. The general themes
of Geology 117 are the evolution of the earth, and life on earth, and the
processes responsible for the observed changes. Emphasis is on historical
geology, but physical geology is introduced briefly early in the course.
The course provides the essential educational background for a greater appreciation
of the geological world. There are three lectures and one discussion session
each week and an auto tutorial laboratory. The laboratory is open about
25 hours per week, and students may come in at any time it is open. Approximately three to four hours each week are required to complete the laboratory work.
Course evaluation is based on two lecture examinations, discussion section
quizzes on reading assignments, a final examination, and several short laboratory
quizzes, and graded assignments. This course may be elected, without the
laboratory, as Geological Sciences 119. (Dorr) 119. Introductory Geology Lectures. Credit is not granted for
G.S. 119 to those with credit for an introductory course in geology. (4).
(NS). This course consists of Geology 117 without the laboratory. There
are three lectures and one discussion per week. Course evaluation is based
upon two lecture examinations, a final examination, and short weekly quizzes
in discussion sections. See Geology 117 for the description. (Dorr) 121(111). Physical Geology. Credit is not granted for G.S. 121
to those with credit for an introductory course in geology. (4). (NS). This course emphasizes the physical and chemical processes that affect the earth. It first considers the minerals and rocks which make up the planet
and the many processes which break them down and through erosion, transportation, and deposition both continually change the earth's surface and create new
rocks. Then the major processes that act internally to form mountain chains
and new ocean basins and to move the relatively few large plates which comprise the earth's surface are brought together through the hypothesis of plate
tectonics. The course ends with a short survey of the mineral and energy
resources of the earth. The format consists of three illustrated lectures, a three-hour laboratory session utilizing exercises designed to supplement the information from the lectures and text, and a one-hour discussion section
each week. An optional field trip is held in the middle of the term. Evaluation
is based on class examinations and laboratory performance. The course presumes
no prior knowledge of the geological sciences. (Farrand) 122. Introduction to Physical Geology. Credit is not granted for
G.S. 122 to those with credit for an introductory course in geology. (3).
(NS). This course consists of the three weekly lectures associated with Geology
121 plus a one-hour discussion each week designed to help the student integrate
and clarify the material covered in the lectures and text. See the Geology
121 description for further details about the material covered. There will
be one optional field trip about midway through the course. Evaluation of the student will be primarily based on the individual's exam grades and participation in the discussion section. The course presumes no prior knowledge
of the geological sciences. (Farrand) 201/Geography 201. Introductory Geography: Water, Climate, and Man. (4). (NS). This course is a basic introduction to the field of physical geography
and emphasizes various topics including maps, seasons, time, the atmosphere, radiation and heat balance, circulation, moisture and precipitation, air
masses (fronts), and water supply. Students also study ground and surface
water, climate classification, hot climates, transitional climates, cold
climates, permafrost and changes in climate (glaciers). Students in this
lecture-laboratory course are evaluated by midterm and final examinations
with satisfactory completion of the laboratory work a prerequisite to this
final course evaluation. The text is Strahler, Introduction to Physical
Geography while the laboratory workbook is Strahler, Exercises in
Physical Geography. (Outcalt) 281/Environ. Studies 350. Environmental Geology. (4). (NS). Because of the absence of course prerequisites, an effort is made to
introduce essential geologic material either through lectures or text readings
or both before the course moves on to a consideration of environmental concerns.
A special effort is made to limit the coverage of geology to those elements
which are of particular significance in a discussion of man's physical environment.
Since the general course emphasis is on environmental geologic topics, discussion
of other environmental issues is generally avoided unless these issues are
at least peripherally related to geology. Course topics include rocks and minerals of economic importance; surface and ground water; the origin, distribution, and nature of soils; metallic and nonmetallic ore deposits; the environmental
aspects of the action of streams, winds, rivers, glaciers, and shoreline
processes; mass movement such as landslides and similar processes; and construction
problems involving geological subjects. Although questions are encouraged, the course is not intended to provide an opportunity for extensive, seminar-type
discussion. Attendance and participation in lectures and examinations are
required. There are three hours of lecture each week. One term exam and a final examination are required. The examinations are noncumulative. The
text is Keller's Environmental Geology. The discussion sections meet
for one hour each week, but an additional hour of work each week may be
required during the latter half of the term. The discussion sections are
devoted to group project work leading to a final oral presentation focusing
on geologic environmental problems of towns and adjacent areas in the vicinity
of Ann Arbor. This course cannot be used as part of a concentration plan
in geology and mineralogy. (Dorr) 282/Environ. Studies 349. Environmental Geology. (3). (NS). This course consists of the lecture portion only of Geology 281/Environmental
Studies 350. (See description for Geology 281.) Students who elect this
course do not complete the group project study of the environmental geology
of an area. Lecture, reading, and examinations are the same. (Dorr) 417/A&OS 417. Geology of the Great Lakes. Permission of instructor.
(2). (Excl). This is a course that presents the general physical science and geology
of the world's largest freshwater system, the North American Great Lakes.
Topics to be covered include introductions to lake circulation and sedimentology, the relevant aspects of the North American glaciations, the sediments and geologic history of each lake, and a section on the various research efforts
now being conducted on various Great Lakes topics, including pollution.
This course is intended for those persons, especially aquatic scientists, with only a limited background in geology (introductory physical geology
or permission of instructor) but who are interested in learning about the
physical and chemical aspects of natural freshwater systems. Evaluation
will be based upon a midterm and final exam and a short term paper. (Rea) 231. Elements of Mineralogy. Prior or concurrent enrollment in the first term of elementary inorganic chemistry. (4). (NS). This course is a comprehensive introduction to the nature, properties, structures, and modes of occurrence of minerals. The first three-fourths
of the course (three lectures per week) considers the general features of
minerals and includes topics such as introductory crystallography, crystal
chemistry, and introductory phase equilibria. During the last portion of the course, the principal rock-forming minerals such as feldspars, proxenes, and olivines are individually reviewed with respect to properties, structures, genesis, and other characteristics. The laboratory (one three-hour laboratory
each week) is divided into three sections: (1) three weeks of morphological
crystallography plus x-ray diffraction, (2) six weeks of systematic mineralogy
during which students become familiar with the properties and associations
of approximately seventy-five significant minerals, and (3) four weeks of
introduction to the use of the polarizing microscope as applied to both
crushed mineral fragments and rock thin sections. There is one required
field trip. Optical mineralogy is covered in a separate recitation. Geology
231 is a prerequisite to the professional concentration program in the Dept
of Geological Sciences. (Peacor) 305. Sedimentary Geology. An introductory geological sciences
laboratory course; or permission of the instructor. (4). (NS). Geological Sciences 305 is one of several geology core courses, required
of all concentrators in the Department of Geological Sciences. The rigorous
course format consists of three lectures and one scheduled two-hour laboratory
session each week, in addition to 4-6 hours of evening laboratory work each
week that can be carried out individually at the student's own pace. In
addition, four one-day field trips are required, and are scheduled from
September to November during the Fall Term. The laboratory portion of the
course material consists of in-depth familiarization with terrigenous clastic
and non-clastic rocks, both in hand-sample and in thin-section, their fabrics, compositions, and classifications. The lecture portion of the course deals
with the principles and processes of sedimentation, a survey of modern sedimentary
environments, diagenesis of sedimentary rocks, and the general tectono-sedimentological
evolution of the phanerozoic North American continent. Evaluation of students
is based on three lecture exams, a final exam, laboratory quizzes and assignments, and field trip projects. Sedimentary Geology is intended only for the serious
student of the earth sciences. (Wilkinson) 415. Introductory Economic Geology (Metals). G.S. 310, 351, or
permission of instructor. (4). (Excl). This is a survey economic geology course whose main emphasis is on gaining
an understanding of how we study and describe ore deposits as well as studying
specific examples of each major type. Fossil fuels and most non-metallic
ore deposits are left to other courses in the department. Such a study of the processes, controls on and extent of different kinds of ore deposits
will allow the student to better understand the problems in locating concentrations
of natural resources as well as the technical, practical, environmental
and monetary considerations that decide whether or not an elemental concentration
is an ore. The course is directed toward the senior/first-year graduate
student who has completed the core courses in geology and as such is an
elective outside the required departmental sequence. The method of teaching
will combine lecture and discussion with a one hour per week lab session
which will be devoted to problem solving the first half of the term and small lab exercises the second half. There will be a midterm and final as
well as a term paper on a subject of the students' choosing. No text books
are required but Ore Petrology by Stanton is recommended. (Kelly) 418. Paleontology. G.S. 117 (or the equivalent), or Biol. 105
or 114. (3). (Excl). This course is an introduction to the principles, methods of analysis, and major controversies within paleontology. It will familiarize the student
with the fossil record (primarily, but not exclusively, of invertebrates)
and its use in dealing with problems in evolutionary biology, paleoecology, and general earth history. Three lectures weekly and one field trip; midterm, final examination, and term paper. Required text: Raup and Stanley, Principles
of Paleontology (2nd edition). 419. Paleontology Laboratory. Prior or concurrent enrollment in
G.S. 418. (1). (Excl). This course is an introductory laboratory in paleontology. It will involve
observation, analysis, and interpretation of fossil specimens (primarily
invertebrates) and relevant material of living organisms. Its goal is to
give the student experience in dealing with paleontological problems and to develop a familiarity with the systematics and morphology of important
groups of fossil organisms. Students should be registered concurrently or
previously in Geological Sciences 418. One three-hour lab weekly; lab quizzes, exercises, midterm, and final examination. Required text: Moore, Lalicker, and Fischer, Invertebrate Fossils. 420. Introductory Earth Physics. Math. 116. (3). (Excl). An introduction to the physics of the solid earth. Topics included are:
seismology and structure of the earth's interior; geodynamics; gravity and the figure of the earth; isostasy; geomagnetism and paleomagnetism and its
implications for plate tectonics; geothermics and the thermal history of the earth. Instruction by lecture; student evaluation on the basis of weekly
problem sets and two hour exams. (Ruff) 437. Evolution of Vertebrates. A course in general biology or
historical geology. (4). (NS). The course will cover the fossil evidence of the evolutionary history
of the vertebrates. Lectures will describe the diversification, adaptation, and paleoecology of fishes, amphibians, reptiles, and birds from the Cambrian
to the recent. Laboratories, one three hour session per week, will be devoted
to the study and identification of fossils and characteristics of the vertebrate
groups. The grading system will be based on two exams and a term paper.
(Smith) 448. Pleistocene Geology. An introductory geological sciences
laboratory course or permission of instructor. (4). (NS). This course begins with the study of glaciers, their origin and mechanics
of movement, as a background to investigation of the depositional and erosional
effects of glaciers on the landscape, with Michigan as a prime example.
Moraines and outwash landforms and the sediments that compose them are studied
in some detail. Glacial-lake shorelines and deposits and the history of the Great Lakes around Michigan are also given much emphasis. Next, phenomena
characteristic of periglacial regions such as permafrost, loess and river
systems are discussed, and then broad-scale phenomena such as fluctuations
of sea level during glaciations and wet periods ("pluvials") in
now dry parts of the Earth are reviewed. Finally the still enigmatic causes
of ice ages are considered. Geology 448 is intended for students who will
utilize its subject matter in their professional activities, primarily in
geology, archaeology, life sciences, engineering and natural resources.
It is an intensive course requiring at least one introductory course in
physical geology as background including the basic skills of rock identification
and topographic map reading. The first half of the course is strongly field
oriented; there are three or four required field trips, including one weekend
trip. The course format includes three lectures per week and several exercises
to be done outside of class. In addition to the text there are a number
of other readings, as well as a term paper relating Pleistocene geology
to the student's field of specialization. (Farrand) 467. Stratigraphy. G.S. 305, 310, and 351. (3). (NS). This is a course in advanced historical geology and paleotectonics.
The structural and stratigraphic evolution of Western Europe, North Africa, Middle East, and North America is discussed in lectures. The approach is
stratigraphic. Within the historical framework, specific rock sequences
are examined. In the course of this the student should become familiar with
many of the classic stratigraphic sections of North America and Europe.
These include sheet quartz arenites, geosynclinal clastics and euxinic siliceous
sediments of basins, paralic sediments, red beds, black shales, sheets of
shelf carbonates, cyclic sedimentation, starved basins and shelf marginal
carbonates, various types of reefs and carbonate buildups, and evaporites.
Background needed: a course in historical geology or regional stratigraphy
and a course in petrography (preferably sedimentary petrography, and structural
geology). (Wilson) 478/A&OS 478. Chemical Oceanography. Chem. 365 or the equivalent.
(3). (Excl). This course will review present knowledge concerning the chemistry of the oceans, identify the areas where this knowledge is limited, and examine
conditions and processes that have a significant bearing on the ocean and man's activities. The course begins with a brief synopsis of the chemical
composition of seawater. This is followed by a discussion of the physical
factors and chemical principles which govern the system and therefore form the theoretical framework of marine chemistry. Finally, important aspects
of marine chemistry are examined in detail. These include dissolved gases, carbon dioxide/carbonate equilibria, nutrient cycling, organic materials, primary and secondary productivity, sediments and sedimentary processes, and geochemical models of the oceans. Selected topics of general interest
such as marine pollution and chemical resources are also discussed. The
interaction of the atmosphere, the biosphere, and sediments with the hydrosphere
is stressed throughout the course. Course requirements include a midterm, the final examination and a term paper. Study guides consisting of problems
and discussion questions are issued for each major topic in the course.
Text: Broecker and Peng, Tracers in the Sea. (Meyers) Germanic Languages and Literature 111. First Special Speaking and Reading Course. Permission of the
department. (4). (FL). This course provides the student with the basic grammar of the Dutch
language. We mainly use the monolingual course-book Levend Nederlands
( Living Dutch ) and each lesson from the book will consist of everyday
conversation, a grammatical explanation, exercises, a coherent word list, questions about the conversation, discussion, and homework. To enliven the
class the teacher will provide the students with songs, newspaper articles, comics, etc. Films and video will be used where possible. The students are
strongly advised to visit the monthly meetings organized by the Netherlands
America University League. Books: Levend Nederlands Cambridge University
Press, New York; W. Z. Shetter, Introduction to Dutch, Nijhoff, The
Hague; P. de Kleijn, E. Nieuwborg, Basiswoordenboek Nederlands, Groningen, Wolters-Noordhoff, 1983; J. Hulstijn, M. Hannay, An English Self-Study
Supplement to Levend Nederlands, Amsterdam, 1981. Also recommended:
B. C. Donaldson, Dutch Reference Grammar, The Hague, Nijhoff, 1981.
(Broos) 231. Second-Year Dutch. Dutch 112 or the equivalent. (4). (FL). The course will start with an overview of the basic grammar of the Dutch
language. We will develop skills in reading, writing, speaking, and listening
by means of texts to be announced. Comics, songs, newspaper articles, and literature will enliven the course and introduce the students to contemporary
Dutch society. Students are strongly advised to visit the evenings organized
by the Netherlands America University League. Books: P. de Kleijn, E. Nieuwborg, Basiswoordenboek Nederlands, Groningen, Wolters-Noordhoff, 1983;
J. Hulstijn, M. Hannay, An English Self-Study Supplement to Levend Nederlands,
Amsterdam, 1981; and, B. C. Donaldson, Dutch Reference Grammar, The
Hague, 1981. (Broos) 480. Modern Dutch Literature. Dutch 231 or permission of instructor.
(3). (HU). The course will examine the poetry and prose of both The Netherlands
and Belgium in modern times. The reading of poems, short stories, novellas, etc. in the original language will provide the student with material for
discussion about authors, opinions, place and points of view of Modern Dutch
literature. In cooperation with the writer in residence, the student will
have the unique opportunity to exchange ideas and opinions with the author
about his or her work. The course will be conducted totally in Dutch. (Broos) 491. Colloquium on Modern Dutch Culture and Literature. Senior
standing or permission of instructor. (3). (HU). This course is given in English by the annual visiting Dutch
Writer-in-Residence, usually a distinguished Dutch novelist or poet(ess).
It will cover a variety of topics, e.g., the cultural, sociological, and professional situation of a writer in Europe in general and The Netherlands
in particular. Also, the influence of English, American, French, and German
in Dutch culture will be considered. Since this is a course with a practicing, prominent Dutch writer, students are encouraged to ask questions, bring
forward suggestions, etc. At least one substantial paper will be required.
Of interest for the students are the monthly cultural evening meetings organized
by the Netherlands America University League. (For further information, 763-6865). German Courses (Division 379)
100. Intensive Elementary Course. No credit granted to those who
have completed 101 or 102. (8). (FL). German 100 is an accelerated course in elementary German, covering the
same material in one semester that 101 and 102 cover in two semesters. The
four basic communication skills (speaking, writing, reading, and listening)
are all taught, but particular emphasis is placed on speaking and listening.
The language of the classroom is German, except during grammar explanations.
There are weekly quizzes, a midterm, a final, and frequent homework assignments.
Successful completion of German 100 qualifies a student to progress to 200-level
German courses. 101. Elementary Course. No credit granted to those who have completed
100. (4). (FL). The first year German program is designed to develop the four language
skills – understanding, speaking, reading and writing. Proficiency in these
areas requires control of the sound system of the German language, mastery
of the basic grammatical structures and the ability to understand simple
reading passages dealing mainly with German life and culture. Special emphasis
will be given to the development of oral skills. It is highly recommended that students make use of the taped exercises in the Language Laboratory.
Quizzes are given after each chapter. In addition, there are midterm and final exams. 102. Elementary Course. German 101 or the equivalent. No credit
granted to those who have completed 100. (4). (FL). See German 101. 111. First Special Reading Course. Undergraduates must obtain
permission of the department. (4). (Excl). The objective of this course is to teach students to read simple German
expository prose. Course content focuses on an introduction to the essentials
of German grammar and syntax both in class lectures and in texts. Students
are required to read but not to write and speak German. The course uses
traditional methods of instruction which present rules of grammar and syntax
as well as a basic vocabulary. Since much memorization is necessary, it
is essential that students have time to do required course work which averages
about twelve hours each week exclusive of class time. Course requirements
include daily preparation and recitation, three one-hour examinations devoted
to specific problems of grammar and vocabulary, and a final examination
requiring the translation of sight passages without the aid of a dictionary.
The class is taught in English, and the course text is Jannach, German
for Reading Knowledge, (third edition). There are no course prerequisites, but German 111 is open only to graduate students who wish to fulfill a German
foreign language requirement and to advanced undergraduates in special programs
who already have met the LS&A foreign language requirement. Undergraduates
must receive departmental permission prior to electing the course. 231. Second-Year Course. German 102 or the equivalent (placement
test). No credit granted to those who have completed 230 or 221. (4). (FL). This course is conducted primarily in German and is designed to expand the speaking, understanding, reading, and writing skills acquired in German
102. A thorough review and continuation of the grammar is included. Students
are expected to read and discuss short stories and a short novel, write
essays, and prepare daily assignments. Requirements also include weekly
quizzes, a midterm examination, and a final examination. 232. Second-Year Course. German 231 (or 221) or the equivalent
(placement test). No credit granted to those who have completed 230, 222, or 236. (4). (FL). This course is conducted in German and is designed to expand the writing, reading, and speaking skills acquired in German 231; it also serves as an
introduction to modern literature of German speaking countries. Students
are expected to read and discuss short stories and a novel, and write essays
on the material covered in class. Requirements include periodic quizzes, a midterm examination, and a final examination. 236. Scientific German. German 231 (or 221) or the equivalent
(placement test). No credit granted to those who have completed 232. (4).
(FL). The purpose of this course is to provide basic practice in the reading
and translation of texts primarily from the natural sciences. Course requirements
include daily preparation and recitation. Students will also select and translate an outside article in their field. Quizzes are given in addition
to a final exam. Texts supplied by instructor. 301/Ling. 331. Elementary Yiddish. (3). (FL). This course is the first part of a two-semester sequence in Elementary
Yiddish. No familiarity with Yiddish is assumed. Student evaluations are
based on exams, quizzes, written homework assignments, and oral classroom
work. (Norich) 325 Practice in Writing and Speaking German. German 232 (or 222)
or the equivalent (placement test). (3). (Excl). The sequence of German 325 and 326 is primarily intended to improve
fluency and accuracy in written and spoken German. One hour each week is
devoted to a systematic grammar review including translation from English
to German. The remaining class time is devoted to German conversation based
on a discussion of a reading text and of other topics chosen at the discretion
of the individual instructor. A German essay of one or two pages is assigned
approximately every week. One or more five-minute oral presentations may
be required. There are midterm and final examinations. 326 Practice in Writing and Speaking German. German 232 (or 222)
or the equivalent (placement test). (3). (Excl). Except by special permission of the instructor, only students who have
completed German 325 should elect 326. See 325 for the description. 350 Business German. German 232. (3). (Excl). This is an introduction to the vocabulary, practices and procedures
found in German business activity. Included are the nomenclature of office
procedure, business letters and reports. In addition the course examines the German educational and political system from the standpoint of business
practices, such as merchandising and advertising. The reading consists of the reading of actual business, merchandising and advertising material.
There is a midterm and a final examination, and the writing of papers and translations during the course is required. The text consists largely of
a course pack and a basic text. (Fabian) 381. Eighteenth to Nineteenth-Century Drama. German 232 (or 222)
or the equivalent (placement test). (3). (HU). This course provides an introduction to German literature of the eighteenth
and nineteenth centuries through several of the great classical dramas.
In conjunction with German 382, 383, 384, or 385 this course can be elected
in partial fulfillment of the requirements for a German concentration or
for a German teaching major or minor. The course will begin with the reading
of Lessing's lively comedy set against the backdrop of the Seven Years'
War, Minna von Barnhelm. The struggle of the great individuality
in the context of political intrigues and social forces of history is the
central theme of the next play, Schiller's Maria Stuart, the tragedy
of Mary, Queen of Scots, held captive by Queen Elizabeth I. Kleist's Prinz
Friedrich von Homburg, an astonishingly "modern" drama, depicts the existential struggle of a young man in confrontation with death. Each
student will be asked to choose a drama from the period as "outside
reading." The emphasis of the course is on the analysis of the works, mainly in class discussion. Students will write two short interpretive papers
and a final exam. (Grilk) 384. Short Fiction: Romanticism to Realism. German 232 (or 222)
or permission of chairman. (3). (HU). Drawing on novellas by Tieck, Kleist, Keller, Hauptmann and others, this course should provide carefully paced reading practice at the appropriate
level (3rd year). At the same time, the works chosen provide a comprehensive
and aesthetically rewarding survey of the main currents and most significant
authors on this very popular genre from Romanticism to Naturalism, the first
phase of "modern" German literature. Discussion is emphasized.
A term paper and a final exam are required. (Dunnhaupt) 414/Res. College Humanities 414. Vienna 1890-1918. Junior standing
or permission of instructor. (4). (HU). The purpose of this seminar is to analyze two seemingly contradictory
movements: the political disintegration of the multinational Habsburg Empire
on the one hand, and the unequaled cultural productivity of these decades
on the other. Areas in which crucial breakthroughs will be examined include
literature and the theater (Hofmannsthal, Schnitzler, Kraus), music (Mahler, Schoenberg, Berg), the visual arts (Klimt, Schiele, Kokoschka), philosophy
(Mach, Schlick, Wittgenstein), psychology (Freud, Weininger, Adler). Guest
speakers from various departments will be invited to contribute insights
into their specialties. There will be two common class texts (Schorske, Fin-de-Siecle Vienna, 1980; Janik and Toulmin, Wittgenstein's
Vienna, 1973) plus bibliographical help for the various fields of exploration.
Prerequisites are an active interest in Modernism and the ability to do
critical investigations in one of the areas mentioned. Class reports
will, after discussion, be developed into one substantial term paper. A
knowledge of German is not required, but will be useful. (Seidler) 415. The German Language Past and Present. Junior standing. (3).
(Excl). The objectives of German 415 are to introduce students to the assumptions, terminology, and methodologies of both descriptive and historical linguistics, and to apply these to a survey of the historical background of German from
pre-literate times to the present, with emphasis on the emergence of the
standard literary dialect. Although our main concern will be the internal
structure of the language, we will relate this to the cultural context in
which it has evolved. The course is required of undergraduate German concentrators, except that those who have had previous courses in linguistics may substitute
a more advanced course in German linguistics, for example 503, 504, or 506.
Instruction is through lectures and discussions. Evaluation will be based
on homework problems, quizzes, short papers, and a final examination. Students
should have attained at least fourth-term proficiency in German. (Kyes) 425 Intermediate Composition and Conversation. German 325 and 326; or the equivalent. (3). (Excl). Various approaches are used to improve the student's written and spoken
German. Each week a composition of at least two pages is assigned. Sometimes the instructor assigns a specific topic while at other times students select their own topics. Occasionally students are required to listen, in the language
laboratory, to a tape on some aspect of German history or culture and to
use it as a departure point for an essay. Class discussions are based on
topics selected by the instructor and the students. Brief presentations
by individual students are occasionally required. German is used exclusively
in class. The final course grade is based on compositions as well as participation
in discussion and other class projects. German 425 is regularly offered
during the Fall Term while German 426 is regularly offered during the Winter
Term. German 426 may be taken independently of 425. (Weiss) 456(482). Nineteenth Century German Theatre. 3 years college German;
or permission of instructor. (3) (HU). Plays by Grabbe, Buechner, Grillparzer, Raimund, Hebbel, and Hauptmann
will be read to acquaint students with not only the most significant playwrights
of the century but also to illustrate the main trends from the end of romanticism
and classicism to naturalism. Since the course will concentrate on the texts themselves, no special background beyond a very good knowledge of German
(fourth-year undergraduate) is needed. One substantial paper (10-15 pages
in English or German) on a play read outside of class, participation in
discussions (in English or German) and a final examination will provide the basis for the grade. There will be no quizzes. (Cowen) 459(489). The Literature of the German Democratic Republic. Senior
standing; or permission of instructor. (3). (HU). The course gives a survey of East German literature from 1950 until the present and includes prose works, drama, and poetry written by a broad
spectrum of authors, only some of whom are known in the West. Historical, social, and political background information will aid the understanding
of literary works. Since little has been translated, a 300-level reading
knowledge of German is necessary; however, no background in German literature
is required. Most lectures will be conducted in German, but discussion may
be in English, as preferred by individual class members. A midterm and final
examination are required; undergraduates will write an eight-page term paper, in English. Works read will vary somewhat with the availability of editions, but selections by Christa Wolf, Hermann Kant, and Ulrich Plenzdorf will
be included. Slides and other illustrative materials will be shown; two
or three representative feature films will be screened. (Hofacker) 491 German Honors Proseminar. Senior Honors standing. (3). (HU).
May not be repeated for credit. Completion of the sequence of German 491 and 492 is required for an
Honors concentration in German. Interested students not already in the German
Honors concentration program should apply to Professor Chrichton for admission
(minimum 3.0 GPA with at least 3.5 in German). In German 491 students will
read and discuss a selection of German dramas, novellas, short novels, and poems from the age of Goethe to the present. The course gives students experience
in the analysis of various literary genres and acquaints them with representative
works by major authors from various literary periods. While they are by
no means restricted in their choice of a topic for the Honors thesis (492, Winter Term) to the works of authors discussed in 491, some students may
find that their search for a topic which they would like to explore in greater
depth is facilitated by the broad spectrum offered in 491. Class discussion
is in German. Each student gives an oral introduction to one of the works
discussed. There are two interpretive papers totaling about 20 pages. No
examination. (Crichton) German Literature and Culture in English Courses in this section do not require knowledge of German. 330/RC Hums. 330. German Cinema. (3). (HU). This course traces the development of German cinema in its social, political, and cultural context. It presents major films and filmmakers in relation
to their historical circumstances and to developments in the other arts.
This subject matter falls into two main periods: from the Expressionist
era around World War I up to 1933 and from 1965 to the present, with some
attention to National Socialist film and the early 1950's. Filmmakers discussed
include F.W. Murnau, Fritz Lang, G.W. Pabst, Volker Schlondorff, R.W. Fassbinder, Werner Herzog, Alexander Kluge, and Wim Wenders. The films cover various
genres of both fictional and documentary film; 10-12 films are considered, and students are expected to see most films twice. The method of instruction
combines lecture and directed discussion. The required readings consist
of secondary material on the cultural background of German cinema, commentary
on the films and filmmakers, and occasionally scripts and theoretical writings.
Students write five short papers (2-4 pp.) and two longer ones (5-8 pp.).
A course fee of $20.00 will cover film rentals. This course meets the Jr/Sr
Writing requirement in the Fall Term, 1984. (Zorach) 441. German Masterpieces in English Translation. Junior or senior
standing; or permission of instructor. (3). (HU). May be repeated for a
total of 9 credits. The main effort of the course will consist of an intensive reading in
English translation of masterpieces of German literature. Works by Lessing, Goethe, Schiller, Kleist, and others will be studied and discussed within the context of the era in which they were written and of the present time.
Emphasis will be placed upon the historical background of the works, their
place in literary history, on their influence, and on the eternal problems, values, and conflicts of individuals and society. The course is one of the
department's offerings of German literature in translation, and students
majoring or minoring in German should not elect it. The final grade will
be derived from the midterm examination, two short papers, quizzes, class
discussion, and a take-home final examination. (Hubbs) 445. Holocaust Literature in English Translation. Junior standing;
or permission of instructor. (3). (HU). The course will trace the changing relationship between Christians and Jews and the nature of anti-Semitism in Germany as well as the rest of Europe
from Roman times to the present. The course will contain three segments.
Part one will examine the period up to and including the Middle Ages and include figures such as Maimonides, Reuchlin, and Luther, as well as the
nature of the literary and cultural interrelationship during this period
of struct and formal separation. Part two will cover the period from the
end of the Middle Ages through the period of enlightenment until the beginning
WWI. Included will be such figures as Rachel Varnhagen, Henrietta Herz, Moses Mendelsohn, Dorothea Schlegel, and their impact on German Romanticism
and German life and culture, a development which resulted in a complex change
in the German-Jewish relationship. The increasing assimilation on the one
hand was balanced by a profound frustration on the other. Intellectual integration
was accompanied by personal frustration as in the case of Heine, Boerne, and Herzl. The ideas of Zionism and the emerging concepts of racial anti-Semitism
were parallel developments, culminating in the writings of men such as Chamberlain, Lagardes, Langbehn, and Moeller van der Bruck. Part three deals with the
impact of WWI, the developments during the Weimar Republic and the ideology
of the Nazi period. It will examine the writings of men such as Ernst Juenger
and the impact of literary institutions such as the "Deutsche Rundschau"
and the movement known as the "Conservative Revolution" as well
as the film on German thought and culture. This period will trace the transformation
from near total assimilation to equally total extermination. This will be
followed by a discussion of the impact of the Holocaust on post WWII literature
and thought. There will be a midterm examination and either a term paper
or a final examination. (Fabian) 449. Special Topics in English Translation. Junior or senior standing;
or permission of instructor. (3). (HU). May be repeated for a total of 9
credits. Scandinavian Courses (Division 471) 233 Readings in Modern Swedish Literature. Swedish 114 or the equivalent.
(4). (FL). This course covers the material of a second year course in Swedish language.
Emphasis is on speaking, writing, reading, and listening skills. The bases
for evaluation are writing, speaking, and listening drills and examinations
at regular intervals to test acquisition of these skills. Readings are selected
(for oral commentary) from contemporary Swedish poetry, prose, and politics.
Students needing Swedish 103 and 104, or the equivalent, for entry into this 233 course can meet this prerequisite by passing an examination to
be given by the instructor. Those wishing to begin Swedish 103 should see the instructor by the first meeting of Swedish 233. Scandinavian Literature in English Courses in this section do not require knowledge of a Scandinavian language. 331. Introduction to Scandinavian Civilization. (3). (HU). The course is meant to provide an opportunity to become acquainted with the society and culture of the modern states of Scandinavia: Iceland, Denmark, Norway, Sweden, and Finland. There are no prerequisites, and no knowledge
of a Scandinavian language is required. The course is open to everyone, but is also a part of the concentration in Scandinavian Studies. It will
deal with many aspects of Scandinavia, mostly contemporary. There will be
a geographical overview, showing how location and climate affect the countries'
roles in today's world, followed by a short historical summary tracing the
development of their societies to the present day. The vast majority of the course will deal with post-World War II Scandinavia, especially those
subjects where these countries have made important contributions to the
rest of the world. Among the topics to be studied will be politics, economics, social welfare, art and architecture, music, film, literature, drama, the
media, emigration, and Scandinavian languages. The course will be a combination
of lectures by the instructor, and guests, and discussions. A class report
will be required, plus a final exam. The required textbook is Scandinavia
by Franklin Scott; other readings will be added. (K. Marzolf) Great Books Courses (Division 382)
191. Great Books. Open to Honors freshmen only. (4). (HU). Great Books 191 will survey the classical works of ancient Greece. Among the readings will be Homer's Iliad and Odyssey, a number of the plays of Aeschylus, Sophocles, Euripides, and Aristophanes, Herodotus' Histories, Thucydides' History of the Peloponnesian War, and several of Plato's dialogues. The course format is two lectures and two
discussion meetings a week. Six to eight short papers will be assigned; there will be midterm and final examinations. Great Books 191 is open to
freshmen in the Honors Program, and to other students with the permission
of the Director of the Great Books Program. (Buttrey, and others) 201. Great Books. Gt. Bks. 201 is not open to students who have
taken Gt. Bks. 191 or Classical Civ. 101. (3). (HU). Section 002. Unless you care to think and talk and write about such
matters as responsibility, courage, honor, friendship, loyalty, love, justice, goodness, ambiguity, time, power, death, and faith, this course is not for
you. If you do care about what is true or noble or good, you may enjoy the
contacts we will make, through reading excellent English translations, with the Graeco-Roman and the Judaeo-Christian roots of Western Civilization.
Our texts will include Homer's Iliad and Odyssey; broad selections
in the Histories of Herodotus; Aeschylus' Oresteia; a couple
Sophoclean tragedies; some of Plato's philosophic dialogues, including much
of the Republic; Vergil's epic of Rome, the Aeneid; selections
from the Bible; and St. Augustine's Confessions. As well as attending
and participating in class, students will write three short papers (total
for the term of about ten pages), a midterm, and a final exam. (Wallin)
393. Great Books in Literature, Philosophy, and the Arts. (1).
(HU). May be elected for a total of 3 credits. Courses in History (Division 390) 100-Level Courses are Survey Courses and Introductory Courses for Freshmen
and Sophomores 110(101). Medieval, Renaissance, and Reformation Europe. (4).
(SS). History 110 is designed to give students a general view of the western
tradition as it developed in Europe from the fall of the Roman Empire down
to the seventeenth century. I assume that many of you will have had no exposure
to the evolution of some of our most important traditions like the Christian
Church (both as an institution and as a body of doctrines); the capitalist
economy; the renaissance and reformation; and the growth of the modern state.
I shall examine these various problems in lectures, always giving consideration
where appropriate to cultural developments such as art, architecture, and music, and then break the class down into small study groups for discussion.
In these sections you will have the opportunity to follow up on the lectures
and to work in depth on problems of your own interest. Readings will be
in primary sources such as the Bible and in historical analyses such as
H. Miskimin The Economy of Early Renaissance Europe. The requirements
for the course will be a midterm examination and a final examination. In
addition, you will have an opportunity to write three short papers that
will be analyzed for content, organization, and style; so that you develop
your writing skills as well as your analytic capabilities. (Vann) 111(102). Modern Europe. Hist. 110 is recommended as prerequisite.
(4). (SS). This course will deal with Europe since 1700 in broad outline, focusing
on large-scale changes in the economy, society and politics. The lectures
will not provide basic narrative accounts of each country's history, but
will be organized around general themes, making reference to individual
countries for illustration. For this reason it is important to follow the
course through the assigned text-book and the associated readings, as the
lectures have to leave a lot of background knowledge understood. The aim
of the course is not just to communicate facts, but to deal with general
ideas, and to introduce the problems of interpreting historical change or
its absence. Assignments: critical review, midterm and final. (Eley) 151(101)/Asian Studies 111. The Civilizations of South and Southeast
Asia. (4). (HU). See Asian Studies 111. (Murphey) 160(331). United States to 1865. (4). (SS). This course will focus on changing notions of what American, both as
a society and as a polity, stands for. It will turn first to the sources
of the growing American self-consciousness in the 18th century: will describe the vision embraced by the founding fathers; will explain the forces which
produced a mutation in that vision, creating Jacksonianism; will develop the seeds of self-destruction in the Jacksonian creed; will explain the
sources of the suicide of Jacksonian America and the birth of the industrial
faith; and will seek to define the residuum which each of these historical
movements contributed to modern America. There will be a midterm and a final
examination. Weekly assignments will amount to perhaps 150 to 200 pages, and will be drawn both from primary sources and from secondary comments.
Though designed as a survey, the course presupposes some vague familiarity
with the structure of American history; and will therefore desert the strictly
narrative, for emphasis on certain episodes and movements which possess
symbolic value. (Thornton) 161(332). United States, 1865 to the Present. (4). (SS). History 161 is designed to trace – via talks, discussion sections and books – America's history from 1865 to the present. The course will attempt
to offer, with consistency, an analytical framework of usefulness to those
trying to comprehend America. Its principal themes will be those of small-town
America and its ideological persistence; the rise of an opposing set of
values embodied in bureaucratic institutions; and the continuing tension
between local and national values in such issues as race, religion, women's
rights, foreign policy, government regulation, etc. The talks and a significant
number of the books will also attempt to convey the varieties of personal
experience so important to this period. The course meets four hours each
week: Two in lecture and two in a discussion section. Tentative marking
requirements include a short paper, a one-hour midterm examination and a
two-hour final examination. There are no history course prerequisites for
History 161. (Linderman) 196 Freshman Seminar. (4). (SS). In addition to readings (and writing assignments) on what history is, approaches to history by certain great historians and other methodological
issues, a major course paper will be carried out based on archival work
at the Michigan Historical Collection. (J. Fine) 200-Level Courses are for Sophomores and Upper Class Students 200(311). Near East and Greece to 201 B.C. (4). (HU). History 200 is a survey of Greek history (with an occasional glance
at events in the Middle East) from the Minoans/Mycenaeans to Alexander's
conquest of Persia. Through lectures and discussion sections – translations
of eight or nine Greek classics will be read – the following topics will
be explored: the end of the Mycenaean civilization and the Dark Age; the
emergence of Athenian democracy; the formation of the Athenian Empire and its dissolution; Greek-Persian relations to the death of Alexander. Each
student will be asked to complete the midterm exam or a paper and to take
a final examination. (Adams) 211(314)/MARC 211. Later Middle Ages, 1100 – 1500. (4). (SS). This course will study the institutional, economic, and intellectual
development of Europe from the time of the Crusades, when contacts with the East were re-established, to the discovery of the New World, when European
expansion moved West over the Atlantic. Some important themes will be the
nature of kingship and representative institutions; patterns of urban, economic, and demographic growth; and movements in religious and intellectual life.
Some specific topics to be covered include the demands of the secular world
for greater religious experience; definitions of orthodoxy and the development
of the Inquisition; scholastic thought and Western creativity; feudalism, chivalry, and the Hundred Years War; the Black Death and a fascination with the macabre. Modern interpretations of the period will be supplemented with
readings from contemporary documents (chronicles, romances, poetry, sermons, etc.). In addition to a midterm and a final examination, students will write
a book report and a paper. This is a lecture course, but some periods will
be reserved for discussion. (Hughes) 212/MARC 212. The Renaissance. (4). (HU). This course will begin with a discussion of social and political life
in communal Italy during the 12th and 13th centuries. The rise of cities, the formation of city-states, establishment of communal governments, and the emergence of commerce and banking will be treated. Consideration will
be given to literary and artistic developments in the age of Dante and Giotto.
Education and the spread of literacy in cities will be examined. Next, the
rise of humanism will be investigated and the writings of Boccaccio, Petrarch, and Salutati analyzed. Civic humanism, with its concern for the organization
of state and society will be investigated in political writings from Bruni
to Machiavelli. The theme of the "diginity of men" will be explicated
in literature and the fine arts. Social changes of the 15th century and their impact on cultural and political life will be discussed. The effects
of the crisis of the late 15th and early 16th centuries, when Italy was
subject to foreign invasions, will be dealt with. The course will then conclude
with an examination of the effects of the Protestant and Catholic reformations
on Italian social life and thought in the 16th century. (Becker) 218. The Vietnam War, 1945 – 1975. (4). (SS). The course treats the Vietnam War both as part of an ongoing revolution
within Vietnamese society and as the product of Western interventions in that revolution. It will look at the background of Vietnamese nationalism
in the period of French colonialism and coalescence of that nationalism
with a militant revolutionary movement. The resulting foreign wars, first
with France and then with the U.S., will be discussed in the context of
post-World War II global tendencies, including movements for national liberation, Western responses to these movements, and American policies for containing
Communism. Special attention will be given to the manner of U.S. involvement
in and extrication from Vietnam. There will be assigned readings from different
points of view, three 50-minute lectures and a 50-minute discussion section
each week, midterm and final examinations, and an optional paper. (Lieberman
and Staff) 220. Survey of British History to 1688. (4). (SS). An introduction to British history from 55 B.C. (Caesar's invasion)
to 1688 (William of Orange's invasion). Particular attention will be given
to the development and disintegration of several "British societies,"
i.e., the Anglo-Saxon, the medieval, and the early modern. A textbook will
provide the basic framework for the historical narrative and lectures will
supplement rather than repeat the text. Other readings will include literary
as well as historical works. There will be an hourly examination, a final
examination and a brief paper. The course format will primarily be lectures, with class sessions allotted for discussion. (Herrup) 250(543). China from the Oracle Bones to the Opium War. (4). (HU). This course consists of a survey of Chinese history from the Neolithic
Age to the early 1800s, with special emphasis on the origins and development
of the political, social, and economic institutions and their intellectual
foundations. Special features include class participation in performing
a series of short dramas recreating critical issues and moments in Chinese
history, slides especially prepared for the lectures, and lectures on literature
and society in premodern China and Classical Opera (historical significance, intellectual and social themes and roles, and demonstrations). (Chang) 283(263). Survey of the History of Science. (4). (HU). Mention of the history of science usually brings to mind the names of
Copernicus, Kepler, Galileo, Newton, Darwin, Einstein, and the like. These
are the persons who are thought to have been responsible for the rise of
modern science. But there is more to the history of science than great names.
Present society not only has had its ideas but also its social institutions, its culture, its economic foundation, and its values shaped by the growing
wave of scientism that began in antiquity and has crested in the twentieth
century. In this course we will survey the history of science, looking at
all the factors involved in the shaping of modern society, and with the
ultimate objective of understanding our origins. The course is introductory.
No background is expected, although some familiarity with Western Civilization
would be helpful. (Steneck) 287(270)/REES 287/Armenian Studies 287. Armenian History from Prehistoric
Times to the Present. (4). (SS). This course explores the social, political, and intellectual history
of the Armenian people from their origins as a nation to the present day.
Emphasis is placed on the periods of Armenian statehood and the connections
of the Armenians with the imperial powers which ruled them. The history
of revolutionary movements and the establishment of an independent and later
Soviet republic are discussed. The course is taught through lectures and discussions. Readings will include works by Der Nercessian, Garsoian, Hovannisian, and Matossian. Students will be required to write a paper on a topic to
be approved by the instructor. (R. Suny) 316(443). History of Eighteenth-Century Europe. (4). (SS). The course is designed both to cover the period and area, and to introduce
problems of comparison of states' developments. The varying interactions
with society of five or six states (at least France, England, Prussia, Russia, Poland) will be studied through lectures and reading. In particular, the
aim is to understand why, in what has been called the age of the democratic
revolution, that revolution took root in France rather than elsewhere. Students
will read first in general works treating the eighteenth century, and then
in more detail in the histories of France and two other countries that they
will choose for purposes of making comparisons. There will be an hour exam, an essay of eight to ten pages, and a final examination. (Bien) 324/Religion 324. The Biblical and Patristic Roots of Christian Mysticism. (3). (HU). See Religion 324. (Dutton) 332(391)/Econ. 395/Pol. Sci. 395/Slavic 395/REES 395/Soc. 392. Survey
of the Soviet Union. (4). (SS). See REES 395. (Rosenberg) 371(288)/Women's Studies 371. Women in American History. (4).
(SS). A survey of the history of American women with particular emphasis on
social, economic, and intellectual aspects. The course will examine the
historical position of women within the family and the society, focusing
on such problems as separate spheres, the nature of women's work, the implications
of class, the rise of the "lady", changing notions of sexuality, the meaning of education, and feminism. Readings (approximately one book
a week) will include historical studies, fiction, social commentary, and anthropological articles. In addition to a midterm and a final, students
will write several papers. 384(470). Modern Jewish History 1880 – 1948. (4). (SS). The course centers on a number of themes: Jewish responses to developments
in late nineteenth-century Europe and Russia including socialism, migration, and Zionism; the impact of twentieth-century European culture on Jewish thought; the rise of modern anti-Semitism and its culmination in the Holocaust; the decline of Jewish settlement in Europe, Russia, and North Africa and the creation of new Jewish centers in the United States and Israel. The
readings will be drawn from books and articles. There will be two exams
and a comprehensive take-home final. (Weinberg) 396 History Colloquium. History concentrators are required to
elect Hist. 396 or 397. (4). (SS). May be elected for a total of 12 credits. Section 002 – The Mongols. This is a seminar on the Mongols and their
impact on Asia, the Near East, and Europe in the thirteenth and fourteenth
centuries. Students will study and discuss various topics touching the Mongols
and/or those societies which the Mongols conquered. Most of the readings
will come from translated documents of the period; students will also read
and discuss some modern studies as well as relevant anthropological literature.
Students will be responsible for discussion in class and will prepare a
number of short reading reports. (Lindner) Section 003 – Technology and Society Through the Ages. The objective
of this colloquium will be to study the history of technological development
and its interactions with society. The course will be broad and comparative, looking at developments from Neolithic times to the present in different
cultures. The major course assignment will be an in depth survey of the
relationship between social and technological development in one culture.
(Steneck) 397 History Colloquium. History concentrators are required to
elect Hist. 396 or 397. (4). (SS). May be elected for a total of 12 credits. Section 004 – Feudalism in Japan and Europe. In this course, we will
be examining the question of whether or not feudalism is a useful intellectual
construct for ordering our understanding of the medieval histories of Japan
and Western Europe. We will begin by studying the ways in which a number
of continental historians have used "feudalism" in their writings, and then move on to an examination of medieval England as a case study of
European feudalism. In the last part of the course, we will read a variety
of English-language treatments of "Japanese feudalism," and attempt
to discover how meaningful a concept feudalism really is in that context.
Grading in this course will be based on three papers, two of 5-7 pages, and one of 8-10. Readings will range from the empirical studies of such
English scholars as Maitland and Stenton to the Marxist theory of Perry
Anderson. The papers will be based on the readings for the course. (Arnesen)
Section 007 – Soldiers, Diplomats, Merchants and Missionaries: The American
Involvement in Modern Japan. This course concerns one aspect of the
encounter between the U.S. and Japan. It deals with Americans who went or
were invited to Japan and who played a part in the changes experienced by the Japanese in the last 150 years. It focuses on individual Americans from
different walks of life – government representatives military figures, businessmen, government advisers, travelers, missionaries, teachers, and explorers -
-their motives for going to Japan, their activities, and the consequences
of their activities as a way of examining the broader involvement of Americans
in the history of modern Japan. Each student will prepare three biographical
sketches. Grades will be based on class discussions of readings and on the
quality oral reports and assigned papers. (Hackett) Section 008 – Politics, Power and the Development of the Public Sector
in America. What historical forces have helped to shape the public sector
in contemporary America? This course attempts to answer this question by
combining the theoretical and empirical work of historians, political scientists, and sociologists to analyze the development of the public sector at local, state, and national levels in pre-New Deal America. The course will be conducted
as a colloquium and, therefore, will be organized around weekly meetings
to discuss assigned readings which will include both theoretical works and historical case studies. Among the former will be pluralist and neo-Marxist theories of power and the state, and collective choice theories and models
of political mobilization. Historical case studies will focus on the relationships
among socio-economic change, political action, and demands for the expansion
of the public sector at critical moments in the nation's history. Of particular
interest in the case studies will be the question of from where demands
for the expansion of the public sector originated. Students will write brief, weekly papers on the assigned readings and longer papers comparing theoretical
and historical works. (McDonald) Section 009 – The Role of Death in American Society. The course will
analyze the manner in which American society has dealt with death in the
past as well as today. The emphasis will be on class discussions of primary
and secondary materials dealing with the reaction of Americans to death.
Students will have an opportunity to explore some particular aspect of this
topic in more detail in a long term paper for the course. (Vinovski) Section 011 – Alexander the Great. Recent archaeological discoveries
in Greece and fresh studies of Philip and Alexander have rekindled debate
on the personality, motives, and exploits of the Macedonian conqueror. Through
readings, discussion, reports, and papers this course will explore several
topics at the center of this debate: the reliability of the ancient accounts; the significance of the recent archaeological discoveries at Vergina; Macedonia-Greek
relations under Philip and Alexander; the issues that inspired that Greek-Persian
hostility; the purpose and logistics of Alexander's campaign. In addition
to participation in discussions of assigned reading, each student will be
asked to write one review essay and one research paper of 20-25 pages. (Adams)
399(394). Honors Colloquium, Senior. Honors student, History 398, and senior standing. (1-6). (Excl). May be elected for a total of 6 credits. We will discuss practical problems of research. While there is an agenda, it is a flexible one. The main emphasis is on accommodating and discussing the problems that occur in the research of each individual student. As such
it should help to reduce frustrations and anxieties. It should be added that this class does not and cannot replace close contact with the special thesis advisor. (J. Fine) 404(415). The Later Roman Empire. (4). (HU). This course explores the major developments of the later Empire – e.g. the conflict between Paganism and Christianity, the problem of 'decline'
- through lectures, discussions, and reading of the ancient sources in translation.
In addition to his/her participation in discussions, each student will be
expected to write a midterm and final examination and to produce a term
paper. Some familiarity with Roman history before A.D. 284 (through History
201 or an equivalent course) is desirable. (Eadie) 414(457). Northern Renaissance and Reformation. (4). (HU). In Fall 1984 this course is jointly offered with MARC 428. A survey of the major intellectual movements of the period 1450-1600, including
scholasticism, humanism, political theory, Protestantism, and the Counter-Reformation.
Almost all of the reading will be from primary sources, such as the writings
of Aquinas, à Kempis, Erasmus, More, Machiavelli, Luther, Calvin, Loyola, and related documents (papal and conciliar decrees, creedal statements, and religious settlements.) There will be no assigned textbook, and lectures
will be designed to provide the necessary background. There will be regular
discussions and students will be encouraged to ask question about the material.
Requirements: a midterm, three short essays on the assigned reading, and a final. (For requirements for three-credit course, see MARC 428.) (Tentler) 417(460). Intellectual History of Europe from 1900 to the Present. (4). (HU). A lecture course devoted to the ideas characterizing the anti-positivist
revolt, neo-romanticism and modernity and its discontents. Now that "modernism"
as a movement is drawing to a close, it is possible to distinguish both
its positive and negative elements and to establish its relationship to the rise of the totalitarian political movements of the 20th century and to post-modern political liberalism. "Modernism" will be defined
in engendering experience, symbolic integration, philosophy and style. There
will be a midterm and final examination. Students will write a term paper
2,500 words in length on "The Use of Myth as Integrative System by
Modernists." The text is Roland N. Stromberg, An Intellectual History
of Modern Europe, 2nd ed. (Prentice-Hall, Englewood Cliffs, NJ, 1966).
(Tonsor) 423(465). Social History of Europe in the 19th Century. (4). (SS). A comparative treatment of the major changes in European society from the French Revolution to the 1930s, the course treats such topics as the
family and the roles of women, the composition and activities of the different
social classes, changes in popular and formal culture, the effects of industrialization
and urbanization, the development of such new institutions as the newspaper
and public schools, and the changing structure and role of government. Lectures
and some common readings provide a basis for class discussion, in addition
students write three essays on topics of their choosing (a wide range of
suggested topics and readings is provided); there will be a final examination.
Thus students are encouraged to build upon their own interests and background
toward the common concerns of the course. Although there are no formal prerequisites, students taking the course should generally have done some college work
in one of the following areas: modern European history, the social sciences, the literature or art of the nineteenth century. (Grew) 430(417). Byzantine Empire, 284 – 867. (4). (HU). A lecture course which provides a survey of the history of the later
Roman Empire from the reforms of Diocletian that paved the way out of the
crisis of the third century, through Constantine's move east and conversion
to Christianity (entering Byzantine period), Justinian, Heraclius on through the Amorion Dynasty which came to a close with the murder of Michael the
Sot in 867. The course will stress political history, giving considerable
attention as well to religious history (conversion to Christianity, the
great theological disputes over the relationship between God the Father
and Jesus Christ as well as the relationships between the human and divine
natures in Christ culminating in the Church councils of Nicea and Chalcedon, the rise of monasticism and Iconoclasm), administrative reforms (Diocletian's
and Constantine's reforms, the reforms of the seventh century culminating
in the Theme system), demographic changes and foreign relations (Goths, the Slavic and Bulgar invasions, relations with the Bulgars, relations with the Persians and Arabs in the East and later with the Franks and Charlemagne).
No background is assumed: all that is sought is student interest. Freshmen
and sophomores are welcome, and in past years freshmen have taken and done
very well in the course. The textbook for the course is Ostrgorsky's History
of the Byzantine State, take into consideration special interests, and a special reading list has been drawn up for those interested in Church
History. Requirements: A midterm written hour exam (in place of which a
half-hour oral exam may be taken). One ten-page paper (which can be used
to replace the hour exam if the student chooses and takes on a more major
project) and a final examination. Paper topics are tailored to individual
interests. (J. Fine) 432(501). Russia to Peter the Great. (4). (SS). The course covers the first seven centuries of recorded Russian history
and focuses on such major topics as the Norsemen's conquest of Russia, the
Golden Age of Kiev, the Mongol invasion, the rise of Moscow, relations with the West, expansion into Siberia, the Ukraine, and first contacts with China.
During the first ten weeks, lectures follow a roughly chronological sequence
(to the reign of Peter the Great). The last five weeks feature a series
of survey lectures on special topics such as women in Old Russia, Jews and Jewish influences in Old Russian history, Cossacks, the rise of serfdom, Ivan the Terrible, aristocrats and bureaucrats, holy fools, problems in
Old Russian culture, and legends and myths that shaped Russian history.
The basic text is N. Riasanovsky's A History of Russia. Modest additional
readings will be assigned. Questions and comments from the class during
a lecture are welcome. The course is open to all students and assumes no
prior knowledge of Russian history. (Dewey) 434(503). History of the Soviet Union. (4). (SS). A history of twentieth-century Russia, which concentrates on the social, political, economic and intellectual forms of Bolshevism as they developed
before 1917, and as they were applied in domestic and, to some extent, foreign
policies after 1917. Stress is placed on understanding Russian perspectives
of Russian history, and on developing an awareness of important aspects
of social development generally. Readings are drawn from various literary
and historical monographs, rather than from a single text; and students
are asked to integrate their own interests with the substantive material
of Soviet history through class "projects," which may or may not
be written term papers. There is also a midterm exam (with a graded/ungraded
option as well as a take-home/in-class choice), and a final (graded, choice
of take-home/in-class). (Rosenberg) 440(531)/GNE 470. The Formation of Islamic Civilization, A.D. 500 – 945. (3). (HU). See General Near East 470. (Ehrenkreutz) 447(536)/CAAS 447. Africa in the Nineteenth Century. (4). (SS). See Afroamerican and African Studies 447. (Uzoigwe) 451(548). Japan Since 1800. (4). (SS). The purpose of this course is to convey an understanding of the history
of modern Japan. That aim will be pursued through lectures, readings, discussions, and written exercises. The lectures (supplemented with slides) will attempt
(1) to analyze the major developments in her modern evolution; (2) to explain the rise and fall of Japan's empire; and (3) to identify the reasons for
her emergence as a major world power today. There is a midterm and a final
examination plus two short writing assignments. Text for the course is W.G.
Beasley, The Modern History of Japan, (Praeger, Rev. ed., 1974, pb).
Other reading assignments will be organized with a course pack. (Hackett) 452(549). Premodern Southeast Asia. (4). (SS). The course examines Southeast Asia from the earliest historic kingdoms
to the European penetration of the mid-eighteenth century. It seeks to explain the emergence of distinctive Buddhist, Islamic, Confucian, and Hispanic
zones, while at the same time answering the broader question: what regional
traits and patterns of acculturation rendered premodern Southeast Asia a
coherent historic unit? After describing the great classical civilizations
(of Angkor, Burma, Vietnam, Srivijaya, and Java), the course analyzes the
crisis of the thirteenth to fifteenth centuries, and its implications for
social and religious integration. European activities are seen as inaugurating the latest in a long series of maritime-based transformations. The course
assumes no previous knowledge of Southeast Asia. There will be a variety
of general and specialized readings, three 50-minute lectures a week, midterm
and final exams, and an optional paper. (Lieberman) 454(588). The Formation of Indian Civilization to 320 A.D. (4).
(HU). India is among the world's oldest and most long lived civilizations.
In this course we will examine its evolution, from the ancient civilization
of the Indus Valley (c. 2300-1700 B.C.) to the beginnings of the classical
period. Topics will include the arrival of Indo-European languages, the
origins of Hinduism and Buddhism, the formation of the Mauryan empire, relations
of India with Greeks and Central Asian nomads, and the structure of family
life and the caste system. This is a lecture course, and it presumes no
prior study of India on the part of the participants (except the professor).
Both undergrads and grad students are welcome. (Trautmann) 466(562). The United States, 1901 – 1933. (4). (SS). The course is concerned with the progressive era, the era of World War
I, the 1920's, and the Great Depression. The emphasis is on political history
and foreign relations, but considerable attention is given to social, cultural, and economic factors and to the position of minority groups in American
society. There is no textbook for the course, but several paperbacks are
assigned. Course requirements include a midterm, a final examination, and a paper. History 466 is a lecture course. Review sessions will be scheduled. (S.
Fine) 476(581). Hispanic America: The Colonial Period. (4). (SS). This course will examine the colonial period in Latin American history
from the initial Spanish contact and conquest to the nineteenth-century
wars of independence. The approach is both thematic and chronological. Themes
to be discussed include: the indigenous background to conquest; early interactions
between Europeans and Indians; the institutional structures of empire; shifting
uses of land and labor; the nature of settler society; class, race, and ethnicity; the character of 18th century reforms; and the social bases of the wars of independence. The major focus will be on Mexico and Peru, with
some attention paid also to Brazil, Argentina, Central America and the Caribbean.
Lockhart and Schwartz, Early Latin America will be the main text, with additional readings in works by Gibson, Crosby, Prescott, Taylor, Stein, and Lynch, and some primary materials by Columbus, Juan and Ulloa, and Humboldt.
The method of instruction is lecture/discussion. Requirements include a
short critical book review, a longer paper, a midterm, and a final. (R.
Scott) 488. The Left in Europe, 1789-1917. (4). (SS). This course surveys the history of the major democratic, socialist, and revolutionary opponents of the Old-Order in Europe and the critics of
industrial capitalism from roughly the French Revolution to the Russian
Revolution. Lectures will be presented on such topics as: Utopian socialism, Marxism and its evolution in the 19th century, the Paris Commune, the Russian
populists, the origins of Bolshevism, European and Russian labor, and the
revolutionary experiences of 1789, 1830, 1848, 1905, and 1917. Readings
will include works by George Lefebvre, Robert Heilbrunner, Karl Marx, Leopold
H. Haimson, Carl Schorske, and others. A research paper will be required
as well as examinations. (Suny) 491/Econ. 491. The History of the American Economy. Econ. 201
or 202. (3). (SS). See Economics 491. (Whatley) 493/Econ. 493. European Economic History. Econ. 201 or 202. (3).
(SS). See Economics 493. (Webb) 516(425). History of Ireland to 1603. (4). (HU). A survey of the political, social, and cultural history of Ireland from
earliest times until the fall of the Gaelic order. The course is conducted
mainly by lecture. Students will write two briefer and one longer paper, and have a final examination. There are no prerequisites for the course though a prior course in later Irish history, or in Irish literature, or
in ancient or medieval European history would be helpful. (McNamara) 551(545). Social and Intellectual History of Modern China. (4).
(HU). In this course, we shall seek the origins of the Chinese revolution
in a variety of social and intellectual movements. In exploring this cataclysmic
event, which was so powerfully rooted in modern Chinese history, we shall
search widely for antecedents and shall hear testimony of conservative as
well as revolutionary, of Confucianist as well as Marxist. Among the topics
will be: secret societies and religious cults, bandits and warlords, cultural
iconoclasm and conservative reaction, nationalism and women's liberation, Marxism and the Chinese peasant, Mao's social vision and the People's Republic
as a model of development. Some familiarity with the broad outline of events will be useful. Those
entering the course without background should be ready to do some catch-up
work. Readings will be drawn from analytical literature and translated documents.
Participants will be asked to write three short papers and take a final
exam. (Young) 558(364). U.S. Diplomacy to 1914. (4). (SS). An examination of American foreign policy to 1914, with special emphasis
on the formative years (1775-1823) and America's entry into world politics
(1898-1914). Hour exam, term paper, final. (Perkins) 566(573). History of the American City. (4). (SS). History 566 is a general survey course of the history of American cities
which is especially concerned with the period from the onset of the industrial
revolution (circa 1840) to the present. It will consider cities primarily
as systems of social relationships and focus upon the interactions among
economic development, class structure, social differentiation, and political
economy. Both chronological and topical approaches to the subject will be
presented, and topics to be considered in some detail include the development
of the urban class structure, the origins and professionalism of urban institutions
such as police, schools, etc., machine and reform-style urban politics, the urban experience of racial and ethnic minorities, and the political
economy of post World War II suburbanization, urban renewal, and central
city fiscal crisis. On average there will be two lectures and one discussion
of required reading per week. Students will read about ten paperback books, write an essay-type midterm and final examination, and prepare a brief (5-8pp.)
interpretive essay based upon the course readings. Graduate students will
be expected to accomplish an essay of greater length and complexity. (McDonald) 569(564)/LHC 412 (Business Administration). American Business History. Junior, senior, or graduate standing. (3). (SS). This course examines the origins, development, and growth of American
business. After tracing the beginning of business enterprise in Europe, the course describes business activities during the American colonial, revolutionary, and pre-Civil War periods. It then discusses economic aspects of the Civil
War, post-Civil War industrial growth, business consolidation, the antitrust
movement, economic aspects of World War I, business conditions during the
1920's, the impact on business of the 1929 depression and the New Deal, economic aspects of World War II, and the postwar business scene. Two quizzes, final exam. (Lewis) 571/Amer. Inst. 471. American Institutions and the Development of the
Family. (4). (SS). See American Institutions 471. (Vinovskis) 581(429). Utopian and Millennial Movements. (4). (HU). This course surveys past utopian and millennial movements and begins
with a study of the most recent of them, the "counter culture"
of the late 1960s. The course then takes a great leap backward to the beginnings
of utopian idealism as represented by the prophetic message of ancient Judaism
and the Christian apocalyptic vision. These two traditions are then compared
with the Buddhist "Nirvana" and similar eastern ideals. After
a rather brief review of the principal millennial trends of the middle ages, the course focuses on four utopian movements of modern times: the rationalist
utopians of the French Revolution; communism from Hegel through Marx, Lenin, and Stalin to Mao; the Nazi vision of a "Third Reich"; and anarchism.
The course then returns to the present with an analysis of recent and current
communalism including an evaluation of the Israeli kibbutz. If time permits, modern science fiction as a form of utopian thought and sentiment will also
be considered. (Mendel) 582(511). History of Criminal Law in England and America. (4).
(SS). This course traces the history of the criminal law in England and America
from the medieval period to modern times. It deals with political and social theories regarding the institutions and ideas of the criminal law and with the relationship between society and legal norms. Among the subjects included
in the scheme of the course are: the history of the criminal trial jury, its relationship to other institutions of the criminal law and its role
with respect to the interaction of social attitudes and the formal processes
of the criminal law; the use of the criminal law for counteracting disintegration
of basic social institutions; political trials; theories of punishment; the development in the United States of constitutionally protected rights
of defendants in criminal cases. This course is intended for students interested
in Anglo-American history, for those interested in government and law, for those interested in the history of the relationship between social institutions
and theories of criminal sanctions and for those interested in the origins
and development of the central ideas and institutions of American constitutional
and legal history. Course requirements: one short paper based on documents, a midterm and a final examination. (Green) 588(598). History of History II. (4). (HU). An historiographical survey of the 18th, 19th, and 20th centuries stressing the development of historicism and its problems. The course places a major
emphasis on the relationship of the development of method to philosophies
of history. No text is employed. Students are expected to read four books
of their own choice from an extensive bibliography and to write a critical
2,500 word paper. There is a midterm and a final examination. (Tonsor) Courses in History of Art (Division 392) Open to All Undergraduates; Not Open to Graduate Students. History of Art 101, 102, and 103, while covering different areas, are all
considered equivalent introductions to the History of Art. These three introductory
survey courses consider not only art objects as aesthetic experiences but
also the interaction which exists between the artist and society. The lecture
and discussion sections explore various historical, social, religious, and intellectual phenomena which are reflected in the style and content of works
of art. Attention is also given to the creative act and to the problems
of vision and perception which both the artist and his public must face.
The three courses are numbered sequentially but they do not form a sequence.
Although it would be logical to move from History of Art 101 to History
of Art 102, either History of Art 101 or 102 as well as History of Art 103
serve as a satisfactory introduction to the history of art. Course requirements
and texts vary with individual instructors, but an effort is always made
to introduce students to works of art in the collections of the university
as well as in the museums of Detroit and Toledo. Most of the upper division
courses in history of art require one of these three introductory courses
as a prerequisite. The introductory courses are directed toward students
interested in the general history of culture and are especially valuable
cognates for students in the fields of history, philosophy, literature, and musicology as well as the creative arts. Photographic material is available
for study in the Fine Arts Study Room in the Modern Languages Building.
Examinations usually include short essays and slides which are to be identified, compared, and discussed. 101. Near Eastern and European Art from the Stone Age to the End of the
Middle Ages. (4). (HU). This course approaches the work of art within an historical context
and the history of art as a humanistic discipline. The chronological range
is from antiquity to the late medieval period, with emphasis on the continuity
and interaction of the Classical and Judaeo-Christian traditions. Myths
and images which potently survive down to the present day have their roots
in the historical periods studied in this course. Architecture, sculpture, painting, and the applied arts are analyzed from the standpoints of technique, style, and cultural expression. The discussion sections are based principally
on original materials in the Kelsey Museum of Archaeology and the Museum
of Art. A general survey of the history is the primary text and supplementary
readings are proposed from major works of literature of the various periods
studied. This course and History of Art 102 provide a foundation for subsequent
study in Western art. History of Art concentrators are strongly urged to
take History of Art 101 before 102. (Eisenberg) 102. Western Art from the End of the Middle Ages to the Present. No credit granted to those who have completed 150. (4). (HU). A chronological history of major achievements in painting, sculpture, and architecture from the Renaissance through the 19th century, the course
will attempt both to define the uniqueness of great creative personalities
(how, through the manipulation of the materials of their art forms, they
gave special expression to their deepest feelings) and to place these artists
within wider art-historical/cultural contexts (with their ever-changing
conceptions of man's relationship to the physical and spiritual worlds).
The weekly discussion section will reinforce the lectures and explore special
topics (iconography, connoisseurship, theory, etc.) while encouraging intellectual
and emotional involvement with the works of art. Various study materials, textbooks, suggested additional readings, photographs, will be made available, and grading will be based on two-hour examinations, participation in discussion
sections, and the final examination. Except for commitment, there are no
prerequisites, although a student might well elect History of Art 101 prior
to the present course. (Whitman) 103. Arts of Asia. (4). (HU). This course traces the development of art and architecture in India, Southeast Asia, China and Japan from prehistoric origins to the modern era.
Particular emphasis is placed upon the role of Asian religions in the development
and content of Asian art, and the interaction of the various cultures. Use
will be made of the permanent collection of Oriental art in the University
Museum of Art. Three lectures per week and one section meeting to discuss the material presented in lectures. Midterm and final examinations, and several short written assignments are required. (French) 221(321)/Class. Arch. 221. Introduction to Greek Archaeology. (4).
(HU). See Classical Archaeology 221. (Pedley) 236/Film Video 236/Eng. Hums. 236. The Art of the Film. (4). (HU).
A fee is assessed to help defray the costs of film rentals. See Film and Video Studies 236. (Cohen) 271. European Painting of the Nineteenth Century. Hist. of Art
101 or 102; or permission of instructor. (3). (HU). This course concentrates upon the history of 19th century European painting.
Greatest emphasis is given to French painting, but considerable attention
is devoted to German, English, and Spanish painting of the first half of the century. Major artists discussed include Goya, Constable, Turner, Gericault, Delacroix, Courbet, Manet, Monet, Degas, Van Gogh, Gaugin, and Cezanne.
The principal movements considered are Neoclassicism, Romanticism, Realism, Impressionism, Post-Impressionism, and Symbolism. The lectures seek, within
a chronological context, to interweave issues of form and content and to
identify reflections within the paintings of the major historical, social, and intellectual currents of the time. Some of the main themes are: the
relationship between the artist and nature; and the relationship between the artist and the public. These themes are discussed within the general thesis that the 19th century witnessed dynamic forces of change released
by the French Revolution and the urban and industrial revolutions. These
forces helped to shape the paintings, and it is the examination of the changing
shapes of painting and of conflicting attitudes towards the past and the
present that are of special concern in the study of the artists. The class
takes the form of slide-lectures. Two examinations and a paper are required.
(Isaacson) 341. The Gothic Age. Hist. of Art 101 or permission of instructor.
(3). (HU). This course is a survey of the art of Europe in the later Middle Ages
(1150 to 1500). Students will examine major works of sculpture, stained
glass, manuscript illumination, tapestry, fresco and panel painting, and the art of the goldsmith. The goal of the course is to explore the rapid
evolution of the Gothic style culminating in the International Style of the fourteenth and fifteenth centuries, and to chart the intellectual history
of the period through iconographic developments in late medieval art. Requirements
include a midterm and a final. 376. Dada and Surrealism. Hist. of Art 102, 272; or permission
of instructor. (3). (HU). A survey of the crucial artistic and intellectual concepts developed
by the Dadaists and Surrealists, this undergraduate lecture course will
examine the problems explored by Dada, in the personalities of Duchamp, Arp, Schwitters, Ernst, the Berlin Dadists, Picabia, Man Ray, Richter and others, and how their Dada work influenced the later art and ideas of this
century. The growth of Surrealism and its relationship to new scientific
and psychological thought will be approached through the art and concepts
of such key artists as Arp, Miro, Ernst, Giacometti, Dali, Magritte, Masson
and Tanguy and some of their followers. The focus will be on Dada and Surrealist
work in painting, sculpture, happenings, environments and film. Outside
reading will include material on the Dada and Surrealist achievement in
literature and the theatre. In Fall 1984, special attention will be paid
to the 40 works on loan to the UM Museum of Art for an exhibition entitled:
"The Wild Eye: The Influence of Surrealism on American Art". There
will be a midterm exam, a final exam in two parts (one part slides and one
part take-home essay) and a term project/paper. (Kirkpatrick) 386. Introduction to the Art and Architecture of the Islamic World. History of Art 101 or permission of instructor. (3). (HU). An introduction to the arts of Islamic countries from about 650 A.D.
onward, including architecture, painting, ceramics, metalwork, and textiles.
The emphasis will lie not on dynasties and dates, but on the distinctive
characteristics of these arts as they developed over more than eleven centuries
in the lands between Spain and India. The course is designed to demonstrate the lines of development of Islamic art, its regional groupings, and its
cultural background and context. Two short (3-5 page) papers based on the
examination of objects in the University collections will be assigned, and there will be a final examination. The course is to be composed of lectures
illustrated with slides, along with occasional discussions. Unpublished
and newly discovered archaeological material will be included. (Allen) Open to Upperclass Students and Graduate Students 404/CAAS 404. The Art of Africa. (3). (HU), The course will concentrate on the arts of Sub-Saharan Black Africa.
Emphasis will be placed on the sculptural traditions of the major West African
styles in the media of wood, stone, metal and clay. The course will also
cover African decorative arts and utilitarian objects. Attempts will also
be made to describe and integrate interrelationships between the visual
arts and African culture and religion in general. This course is not part
of a departmental sequence nor is any special background needed. The classes
will consist of lectures, discussion and museum experience with actual objects.
Two examinations and one paper will be required. (Maurer) 421/Class. Arch. 421. Art and Archaeology of the Ancient Near East. One previous art history, anthropology, or classical archaeology course
recommended. (3). (HU). Survey of the art and archaeology of ancient Mesopotamia and Iran, focusing
upon art as a reflection of the societies that produced it. Specific attention
will be paid to concepts of aesthetics, iconography, narrative pattern, and programs of piety and politics – as these are revealed in sculpture
and the art of seals Periodically the class will meet at the Kelsey Museum
of Archaeology instead of convening for the normal slide-lectures. During these sessions students will have the opportunity to examine and discuss
actual artifacts and works of art. Grade evaluation will be based upon a
midterm, a final examination, and a research paper of 5-10 typewritten pages
(not including notes). The paper will be based upon investigation of an
object in the collections of the Kelsey Museum. Readings will be assigned
from texts available for purchase (Henri Frankfort, The Art and Architecture
of the Ancient Orient, 4th ed. 1970; R. Hallo and W.K. Simpson, The
Ancient Near East, 1971; and A. Leo Oppenheim, Ancient Mesopotamia,
rev. ed. 1977) as well as from books and articles on reserve in the Fine
Arts Library of Tappan Hall. Prerequisites: History of Art 101 or permission
of instructor. (Root) 427/Class. Arch. 427. Pompeii: Its Life and Art. (3). (HU). See Classical Archaeology 427. 454. Late Renaissance Art in Italy. Hist. of Art 102 or 250; or
permission of instructor. (3). (HU). The course treats the history of painting in Florence and Rome between
1520 and 1590. The first part of the course concentrates upon Roman painting
after the death of Raphael; the second part of the course deals with Florentine
painting of the same period, beginning with Andrea del Sarto and ending
with Bronzino, Salviati, and Vasari. The lectures in this course cover a
good deal of relatively unfamiliar material fairly rapidly. Since no satisfactory, accessible survey is available, the lectures are intended to fulfill this
function. Students will be expected to absorb this new material relatively
quickly, and will have to be ready to spend time memorizing images that
most likely will be new to them. This being the case it is important that
students entering the course already have a good grounding in Italian art
of the Early and High Renaissance. I would not recommend electing this course
if your sole background in Renaissance art is from History of Art 102. History
of Art 250 and/or History of Art 451 would provide valuable background for this course but are not required. There will be a paper, midterm examination, and final examination. Texts for the course will be Freedberg's Painting
in Italy 1500-1600 and Friedlaender's Mannerism and Anti-Mannerism.
(Smith) 469. Neoclassic and Romantic Painting. Hist. of Art 102 or permission
of instructor. (3). (HU). This course is strongly recommended both for concentrators in art history
and for concentrators in English, French, and German. It focuses on the
masters of neoclassic and romantic painting in England, Germany, and France
from approximately 1750 to 1850. Among the painters studied in detail are
David, Delacroix, Ingres, Blake, Turner, Constable, Funge, Friedrich, and the Spaniard Goya. Groups such as the Nazarenes and the pre-Raphaelites
are also studied. Artistic issues such as the emergence of "modernism"; the development of the disciplines of aesthetics, art criticism, and art
history; and the growth of the notion of art for art's sake are examined
and analyzed. Two texts are assigned: Brion, Art of the Romantic Era
and Levy, Rococo to Revolution. If available, Honour's Neo-Classicism
is also required. About 100 pages of additional reading is assigned. There
is a one-hour examination as well as a final. A paper (fifteen to twenty
pages in length) is required. Paper topics are chosen on an individual basis
and are intended to accommodate personal interests and needs. (Miesel) 474. American Art to 1913. Hist. of Art 102 or permission of instructor.
(3). (HU). A study of the major chronological divisions of Anglo-American art from the first settlements of the 17th century down through the closing of the
frontier in 1890: the Colonial period, starting with the late medieval forms
inherited from provincial England and closing by the eve of the Revolution
with a colonies-wide adaptation of classical forms; the Federal period, during which the arts were dominated by radically new demands that accompanied
political independence; the Romantic period, from 1820 to 1860, throughout
which the arts were being nationalized and democratized; the Post Civil
War period, in which the loss of a unifying idealism opened the way in the
arts both for aesthetic anarchy and for strong personal statement. Emphasis
will be on artistic systems as they are manifested both on architecture
and in painting. Examples of sculpture and the decorative arts will, on
occasion, be taken into account. Grades are to be based on a midterm test, a paper and a final examination or a final paper. (Huntington) 493(387). Art of India. Hist. of Art 103 or permission of instructor.
(3). (HU). The Art of India is a course designed for students with little knowledge
of Indian art. It deals with architecture, sculpture, and painting, most
of the monuments being closely connected with the Hindu and Buddhist religions
and (to a lesser degree) the Islamic faith. A good portion of the required
reading is intended to provide a background in the mythology and history
of these religions; books such as H. Zimmer's Myths and Symbols in Indian
Art, Joseph Campbell's Oriental Mythology (Volume 2 of Masks
of God), S.C. Welch's The Art of Mughal India, William Archer's The Loves of Krishna, and W. Spink's The Quest for Krishna
will be used. The major course requirements are a midterm examination and a final paper (instead of a final exam). When possible the course will take
advantage of nearby exhibitions. By and large the course is a lecture course, and the coverage chronological, although more attention will be given to
certain topics than to others, so that certain parts of India's long tradition
can be understood in some depth. History of Art 103, 151, 454 or Asia 111
all would provide a useful background for this course, although they are
not essential to it. (Spink) 539/Class. Arch. 539. Greek Architecture. Hist. of Art 101 and 330; or permission of instructor. (3). (HU). See Classical Archaeology 539. (Herbert) 572. Expressionism in Twentieth-Century Art. Hist. of Art 102
and either Hist. of Art 271 or 272; or permission of instructor. (3). (HU). Unlike Futurism or Surrealism, Expressionism was never a conscious grouping
with a defined program. Indeed, the course does not attempt to define a
"true" Expressionism but rather presents those artists usually
associated with that ism as individual creators. However, the major focus
of the course will be the artists connected with two German groups, the
Bridge and the Blue Rider (Kirchner, Heckel, Schmidt-Rottluff et al. from the former; Kandinsky, Marc, Feininger, Klee, et al. from the latter). Other
German and Central European artists will also be examined including Kollwitz, Barlach, Beckmann, Schiele and Kokoschka. A broader context for Expressionism
will be established by first reviewing certain Post-Impressionist and Symbolist
developments and the Art of Munch, Ensor, Hodler and Klimt and then, in the final weeks, by discussion of American Abstract Expressionism. The primary
method of instruction is lecture but discussion is encouraged. There will
be a midterm quiz, a final and a paper (15-20 pages). The text is: Dube, Expressionism (Praeger) but there will be additional readings from
books on Expressionism by Willett, Selz, Myers and Miesel. The course should
be valuable not only for students of modern sculpture and painting but for
German and Russian majors as well as for those interested in the relationship
between art and society, politics, religion and even race. (Miesel) 584. Painting in Islamic Countries. Hist. of Art 101 or permission
of instructor. (3). (HU). This course consists of a short examination of pictorial representation
in Islamic art and culture, followed by a detailed treatment of manuscript
illustration and the arts of the book, particularly in the Persian speaking
world, from the 13th through the 17th centuries. Aside from considering
some of the finest masterpieces of Islamic art, the course will deal with
art historical issues that transcend the limits of Islamic culture. Trip(s)
to the Detroit Institute of Arts will be included. Two short papers; term
paper, and final exam. (Allen) 598. Japanese Painting to 1600. Hist. of Art 103, 390, or 495.
(3). (HU). Japanese painting from its beginnings in the 7th century through the
16th century. Early painting through the 12th century is mostly Buddhist
religious art. The 13th century saw the development of the secular narrative
handscrolls. The 14th and 15th century art is largely monochrome ink painting, much of it inspired by Zen Buddhism, and in the 16th century the art of
golden screen painting reached its full development. The course comprises the first half of a sequence; Japanese painting from the 17th century to the present is given a second term. A knowledge of Japanese history and language helps but is not required. Three lectures per week, midterm and final exams, and one paper required. (French) College Honors Courses (Division 395) 250. Sophomore Seminar. Open to Honors students. (3). (SS). 251. Sophomore Seminar. Open to Honors students. (3). (HU). 252. Sophomore Seminar. Open to Honors students. (3). (NS). Section 002 – Human Striving: Science and the Humanities Compared.
A significant part of the activity of those involved in the humanities may
be referred to as involving "the art of criticizing". Part of
science is also a critique of the literature, and most scientific activities
begin as such. Assuming that science and the humanities are both outcomes
of human striving, we will investigate their similarities and differences
by sampling and analyzing both. Do their differences arise out of differences
in subject matter, methodology, or both? Is there an area of human activity
in which it is impractical or impossible to be "scientific"? If
so, why, and is this area approached gradually or suddenly as one moves through the various social sciences toward, say, history, philosophy, literature, and the arts? (Alexander) Courses in Linguistics (Division 423) 211. Introduction to Language. (3). (SS). This course is designed to acquaint students with the scope and methods
of linguistic inquiry. It should enable students to acquire familiarity
with the different branches of linguistics and to come to some appreciation
of what linguists do. The course has two principal goals: to introduce many
of the basic tools for studying language and to learn to use those tools
to improve our understanding of language as we encounter it in our daily
lives. One part of the course will examine principles for analysing sounds, words, sentences, and larger texts such as conversation and narratives.
Another part of the course will explore how social factors affect language
use. For example, students will look at differences between men and women, older and younger people, and ethnic groups. A study of how language changes
will also be discussed. In the third part of the course the role of psychological
factors in language is explored. As part of the assignments, students will
study language in films, advertising, and politics. This course is not designed
to meet the needs of any particular group but rather provides an opportunity
for people from any discipline to find out what linguistics is all about.
In general, undergraduates should enroll in Linguistics 211. Honors students
and those undergraduates desiring to do graduate level assignments should
enroll in Linguistics 411. (Manaster-Ramer) 311. Introduction to Linguistic Analysis. (3). (HU). Basic concepts and field techniques in linguistics will be introduced
and explained in the course of exploring and describing, from word to discourse, a non-Western language. Several short papers. No prerequisites. Textbook:
K.L. Pike, On Describing Languages. (Becker) 312. Introduction to Analysis of Sounds. (3). (Excl). This course is an introduction to two interdependent branches of the
study of speech-sounds. These are: (1) phonetics, concerned chiefly with the analysis and classification of all the sounds that can be pronounced
by human vocal tracts – the total human sound-producing potential, and (2)
phonology, concerned with the different ways in which particular languages
utilize this universal human sound-potential. The approach to phonetics
will be largely experimental, though non-instrumental: that is, students
will discover the range of possible human sounds, and how they are produced, by systematic experimentation in their own vocal tracts. Thus, the categories
used in the classification of all speech-sounds will be learned experientially
as well as intellectually. The last third of the course, dealing with some
basic concepts of phonology, will survey ways in which features of the universal
human sound-potential are organized into the different sound-systems of
particular languages. Examples will be drawn from English and a few other
familiar languages. Text: a course-pack. Grading: by two tests of practical
ability to analyse and describe sounds in the taxonomic categories of phonetics, and one test relating to phonology. Prerequisites: none (except an interest
in language!). (Catford) 314. Introduction to Word Analysis. (3). (HU). Much of what is commonly called 'grammar' – word endings, verb and noun
forms, paradigms, etc. – falls within the linguistic area of morphology.
This field deals with the internal structure of words and the meaningful
pieces, or 'morphemes' (such as type, write, – er, and – s in English typewriters), from which they are made and through
which grammatical and semantic relationships among words are expressed.
This course will deal with morphological analysis in a wide range of language
types. There will be frequent data analysis homework problems and a final
project involving extended morphological analysis of a language of the student's
choice. Text: Matthews: Morphology: An Introduction to the Theory of
Word-Structure. (Hill) 315. Introduction to Sentence Analysis. (3). (HU). This is an introduction to what is commonly called syntax in a classical
transformational framework. No prior knowledge of linguistics or of languages
other than English is assumed. One of the most important facts about syntactic
analysis is that it is based on argumentation: one cannot simply claim an
analysis, one must argue for that analysis. Accordingly, this course concentrates
on syntactic argumentation. We learn how to organize data, form logical
hypotheses, argue for the best hypothesis, and test the predictions of our
hypotheses. There are frequent problem sets and the students are strongly
encouraged to meet in groups outside class to discuss the problem sets.
There are no exams, papers, or regular readings. Near the end of the term there may be selected readings. The data we use will all come from the students'
heads: sentences of natural languages. Class progresses by discussion, with
student participation being crucial. This course should be of interest to
language, mathematics, music, law, and philosophy "types" as well
as anyone else who wants to build up skills in argumentation. (Napoli) 351. Second Language Acquisition. (3). (SS). This is an introductory course in second language acquisition, dealing
with how people learn foreign/second languages. We will first examine methodological
issues necessary for the interpretation of second language data. The major
part of the course will focus on topics of recent second language acquisition
research, especially those that enable us to test proposed models of second
language acquisition. Through data analysis problems students will have
first-hand experience dealing with second language data. Given the introductory
nature of this course, no prior coursework in second language acquisition
is necessary. A course pack made up of selected readings will serve as the
readings. The course is intended for all students who are interested in
knowing more about how second languages are learned. (Gass) 354. Language and the Public Interest. (3). (SS). This course examines the characteristics of language used in major American
institutions. We will look at the written and spoken language of advertising, politics, medicine, psychotherapy, pharmacy, law, banking, insurance, and the schools. In addition, we will be concerned with factors thought to influence
how language is used in these institutions such as the sex roles, social
status, and degree of intimacy the participants in these institutions share.
We will also explore how the spoken and written varieties of language used
in these institutions differ and what consequences this has. There will
be a series of brief assignments and one major course paper. (Keller-Cohen) 360. ESL Theory, Methods, and Tests I. One introductory course
in linguistics. (3). (HU). This course is designed to provide students with a sound theoretical
and practical basis for language teaching. The background of knowledge and experiences it provides is intended not only for those interested in finding
out about teaching English to speakers of other languages (ESL), but is
also applicable to English teaching in general, and to foreign language
teaching as well. A wide variety of topics related to language learning
and teaching will be studied. The complexities involved in the teaching
of speaking, listening, reading, and writing skills will be investigated
in detail. An evaluative consumer's guide to different language learning theories, teaching methods, and testing procedures will be developed to
enable students to make informed choices for their own teaching requirements.
Additional topics will include a study of situational needs for language
use (e.g., language for business, language for science) with special attention
to the language of the classroom. Throughout the course a general background
of educational issues crucial to language teaching will be provided. There
are no prerequisites. All students interested in language teaching are invited.
(Ard) 370. Language and Language Policy of the USSR. (3). (Excl.). The topics to be taken up in this course will include the different
languages of the USSR (belonging to many families, very different in structure:
a survey; classification); how and when they came to their present location
(cf. Caucasian); history of linguistic studies in the USSR (much has been
done by those exiled by czars); linguistic policy under czars and after the revolution of 1917 (e.g., the policy of russification, Moldavian versus
Rumanian, the policy of preferences for "big" languages including
new names for languages; linguistics studies in Russia (of languages present there; linguistics in republics: Lithuania, Estonia, Uzbekistan, Ukrainia, Moldavia, etc.). (Shevoroshkin) 409/Anthro. 472. Language and Culture. (3). (HU). See Cultural Anthropology 472. (Yengoyan) 411/Anthro. 475. Introduction to Linguistics. (3). (SS). This course introduces the discipline of linguistics, with major focus
on developing the ability to make descriptive generalizations about linguistic
systems of languages not known (beyond small data sets) to the students.
We will concentrate on "descriptive" linguistics: phonetics (the
nature of speech sounds), phonology (how speech sounds are organized), morphology
(combinations of meaningful units into words), syntax (sentence formation), semantics (meaning), pragmatics (language use). We will also spend some
time on comparative/historical linguistics, including: language origins, language variation and change, relationships among languages, linguistics
as a method for studying prehistory. Textbook: Fromkin and Rodman: An
Introduction to Language (second edition). (Hill) 420. Microcomputer Linguistics. Ling. 411 or equivalent. (3).
(Excl). The computer has been part of our culture – a fixture in our hopes, plans, and nightmares – for more than a generation. Recent developments
in microcomputer technology have placed the power of the computer within the reach of virtually everyone...if we can manage to grasp it. Computers
are useful only to the extent that they can meet people's needs, and this
depends on the ways that exist to communicate these needs to the computer.
Just as in human communication, these take the form of languages.
This course is designed for linguistics students and others with a strong
interest and thorough grounding in Language and languages. We will begin
with the theory and practice of microcomputer operation, then proceed to
editing and wordprocessing, learning and analyzing several command languages
in the process. Further topics covered include documentation and its production, user interface design, types of programming languages, and text analysis
of representative technical material and advertising. The thrust of the
course is on applying Linguistic methods and findings to real problems in
microcomputer software design and use. Prior programming knowledge and experience
is useful but not required. There will be homework, several writing assignments, and a final term project, done on a microcomputer. The text is Cortesi, Inside CP/M, and course packs. Students must have had at least an
introductory course in Linguistics. (Lawler) 442/Anthro. 478. Introduction to Sociolinguistics. Ling. 411 or
equivalent. (3). (SS). Introduction to the use of language in its social context, and to the
analysis of natural linguistics data. The course involves some field work, ;and covers bilingual and multilingual communities, language and politics, language and social issues, social variation in language, conversational
interaction. 485. Linguistic Typology. Ling. 411 or equivalent. (3). (HU). There are hundreds of languages in the world – how different can they
be? And how similar, and what are the reasons for these similarities? What
differences are there between the surface level and the deep level of language
organization? And why is it that the similarities among languages are best
perceived at the deep level? To what extent can all the variety of thoughts
conveyed by languages be described by several dozen elementary meanings?
What are language universals? What are the rules of language change? In
what ways do today's languages differ from the languages which existed 10,000
years ago? How can we understand the striking similarities between such
distant languages as those of American Indians and the languages of the
Caucasus? (Shevoroshkin) 492. Topics in Linguistics. (3). (Excl). May be elected for credit
twice. 510/Anthro. 576. Introduction to Anthropological Linguistics. Graduate
standing or permission of instructor. (3). (SS). See Anthropology 576. (Mannheim) 170. English as a Foreign Language. Students will be placed in
170 based on the English Language Proficiency Examination. (4). (Excl).
Offered mandatory credit/no credit. This course is designed for non-native graduates and undergraduates
who have sufficient language proficiency to be admitted to the University
but who need to improve their language skills to perform successfully in
academic work. For example, some students may have difficulty expressing themselves in writing, giving oral presentations, and understanding lectures.
A prerequisite for placement in the course is a score in the 80's on the
Michigan Test of English Language Proficiency. There are three hours per
week of group instruction, discussion, and practice exercises. Students
receive instruction and practice in the writing of well formed sentences, paragraphs, and essays. Library resources, research techniques, and the
steps for developing a well organized and properly documented term paper
are presented. Instruction is given in techniques of oral presentation and classroom discussion. Pronunciation instruction is provided on a tutorial
basis and self-access listening comprehension materials are available in the language laboratory. Students are graded on a credit/no credit basis.
A student receives a passing grade if she or he has attended classes regularly
and satisfactorily completed specified assignments, including the final
end of term research paper. (Soden) 180. English for Foreign GSTAs. Teaching assistants will be placed
in 180 on the basis of pre-session testing. (1). (Excl). Offered mandatory
credit/no credit. This course is designed for students who do not pass the special English
Language Skills Test for Teaching Assistants. Instruction will be given
twice a week in two hour sessions and in additional small group work. The
course will focus on oral presentations in the student's own field of study.
Extensive use of video-taping and critiquing will be included. Topics to
be covered will include: (1) methods of organization for oral presentation;
(2) public speaking skills; (3) classroom interactional skills; (4) intensive
audio and video pronunciation workshop instruction. Students will be tested
on pronunciation early in the course, and when necessary assigned to special
self-study pronunciation work in the language laboratory in addition to the pronunciation workshops. Note that this course is designed to meet the
needs of non-native speakers of English. (Ard) 222 Elementary Ojibwa. (3). (FL). This course is designed to give the conversational and cultural skills
necessary to enable students to use Ojibwa in real life situations. The
teaching methods are entirely inductive, and the role of writing is downplayed.
There is considerable emphasis on teaching culturally appropriate behavior, and the simple conversational patterns of greetings, leave takings, introductions, table talk, etc. There is no prerequisite for the course. (Rhodes) 301 Thai. (4). (FL). This course is the first half of the sequential Elementary Thai courses.
The emphases are on practicing pronunciation and simple conversation, reading
and writing simple Thai, and expanding students' vocabulary. Four hours
of language lab per week are recommended. Evaluations are based on observations
of students' progress, midterm, and final. 307 Elementary Tagalog. (4). (FL). This course is designed for those students who wish to learn Tagalog
and to acquire a reading and speaking knowledge of it and for those students
who wish to learn about Tagalog structure from a linguistic viewpoint. The
first kind of student is a specialist who wishes to learn Tagalog as a tool
for conducting research in Philippine history, anthropology, political science, or linguistics, or in Austronesian linguistics or education in Southeast
Asia. The second type of student is the linguist who wishes to gain or add
comparative knowledge of a different linguistic system. Linguistics 307
begins a two-term sequence which emphasizes against a background of Philippine
culture Tagalog pronunciation, word formation processes, and basic sentence
structure. By the end of the first year, students should have acquired a
competence in spoken Tagalog and should be ready for intermediate level
reading. Language laboratory tapes are assigned, and there are question
and answer sessions in class. Once a week a class session is devoted to
a lecture/discussion of Tagalog structure. There are frequent short quizzes, a midterm, and a final examination, part of which is oral. For those students
whose primary interest is linguistics, a paper takes the place of the final
examination. Tentative course texts and materials include J. Donald Bowen, editor, Beginning Tagalog; Schachter and Otanes, Tagalog Reference
Grammar; language laboratory tapes prepared by UCLA and/or the instructor;
and a Tagalog-English dictionary. A list of supplementary reading is given
at the beginning of the term. (Naylor) 322 Intermediate Ojibwa. (3). (FL). This course is designed to improve the basic conversational skills of the student who knows some Ojibwa. The emphasis in class is on increasing the range of situations in which the student can use Ojibwa in real life.
Some emphasis is placed on teaching the students to be able to learn more
Ojibwa outside of the classroom, by talking and using the language with
native speakers. Linguistics 223 is a prerequisite, or some speaking knowledge
of Ojibwa, Ottawa, or Chippewa. (Rhodes) 331/German 301. Elementary Yiddish. (3). (FL). See German 301. (Norich) 401 Intermediate Thai. Ling. 302. (3). (FL). This course is the first half of the sequential Intermediate Thai courses.
It is designed to increase students' speaking, listening, reading, and writing
abilities, as well as vocabulary expansion. Students practice pronunciation
and conversation as well as read and write short paragraphs. Four hours
of language lab per week are recommended. Evaluations are based on observations
of students' progress, midterm, and final. 422 Advanced Ojibwa. Ling. 322 and 323, or permission of instructor.
(3). (Excl). This course is aimed at giving students with conversational ability
in Ojibwa the opportunity to both improve their speaking and listening skills
and to introduce them to Ojibwa literature, and the various dialects represented
in the literature. Students will work with the original, unedited texts, as well as with edited, retranscribed materials, and thus learn about the
problems of working in a language without a standard writing system that
is widely accepted. The course prerequisite is Linguistics 323, or a conversational
knowledge of Ojibwa, Ottawa, or Chippewa. (Rhodes) 433 Intermediate Tagalog. Ling. 314 or permission of instructor.
(3). (FL). This course is designed for the student who has some knowledge of Tagalog
and who wishes to develop some fluency in spoken Tagalog and to be acquainted
with Tagalog literature. It is part of a two-term sequence which is essentially
a continuation of what has been learned in the first year but there will
be more emphasis on reading and writing. Students who have not taken Linguistics
307 and 308 must pass an evaluation test to be given by the instructor.
The format of the course will be as follows: readings will be assigned and these will provide the framework for the discussion of grammatical points
and question and answer sessions in Tagalog on the content. There will be
written assignments, a midterm, and a final examination part of which will
be oral. By the end of the second year, students should have acquired sufficient
competence to handle longer conversations, write brief letters, read certain
plays, newspapers, magazines, etc. Course texts are: Intermediate Readings
in Tagalog, ed. by Bowen; Tagalog Reference Grammar by Schacter
and Otanes; and a Tagalog-English Dictionary. Supplementary readings will
be assigned during the term. (Naylor) 501 Advanced Thai. Ling. 402. (3). (FL). This course is the first half of the two sequential Advanced Thai courses.
The course is designed to improve students' proficiency in speaking, reading, writing, and comprehension of the Thai language. The course is flexible
and tailored to suit students' needs and interests. Courses in Mathematics (Division 428)
All mathematics courses require a minimum of one year each of high school
algebra and geometry. In order to accommodate diverse backgrounds and interests, several curse options are open to beginning mathematics students. Courses
preparatory to the calculus are offered in pairs: a lecture/recitation format
and a self-paced version of the same material. The even-numbered course
of each pair is self-paced. Department policy limits a student to a total
of 4 credits for courses numbered 110 and below. Math 103/104 is the first half of Math 105/106; Math 107/108
is the second half. Math 112 is designed for students of business
and social sciences who require only one term of calculus. The sequence 113-114 is designed for students of the life sciences who require
only one year of calculus. The sequence 115-116-215-216 is appropriate
for most students who want a complete introduction to the calculus. Each
of Math 112, 113, 115, 185, and 195 is a first course in calculus;
credit can be received for only one course from this list. Math 109/110
is designed for students whose preparation includes all of the prerequisites
for calculus but who are unable to complete one of the calculus courses
successfully. Math 109/110 will be offered as a 7-week course during the second half of each term. Admission to Math 185 or 195 requires permission of a mathematics
Honors counselor (1210 Angell Hall). Students who have performed well on the College Board Advanced Placement exam may receive credit and advanced
placement in the sequence beginning with Math 115. Other students
who have studied calculus in high school may take a departmental placement
examination during the first week of the fall term to receive advanced placement without credit in the Math 115 sequence. No advanced placement
credit is granted to students who elect Math 185. Students electing Math 195 receive advanced placement credit after Math 296
is satisfactorily completed. 101. Elementary Algebra. (2). (Excl). Standard lecture version of Mathematics 102. Material covered includes
integers, rationals, and real numbers; linear, fractional, and quadratic
expressions and equations, polynomials and factoring; exponents, powers
and roots; functions. 102. Elementary Algebra (Self-Paced). (2). (Excl). Self-paced version of Mathematics 101. See Math 101 for description. 103. Intermediate Algebra. Two or three years of high school mathematics;
or Math. 101 or 102. 1 credit for students with credit for Math. 101 or
102. No credit for students with credit for Math. 105 or 106. (2). (Excl). Standard lecture version of Mathematics 104. Review of elementary algebra;
rational and quadratic equations; properties of relations, functions, and their graphs; linear and quadratic functions, inequalities, logarithmic
and exponential functions and equations. Equivalent to the first half of
Mathematics 105/106. Section 002 – Permission of Comprehensive Studies Program (CSP).
This CSP section is designed for students who want to be certain that they
are highly prepared for calculus and are willing to devote the effort necessary
to do so. This CSP section covers the complete departmental syllabus and selected additional topics such as a thorough treatment of how to set up
word problems. The required extra class time is provided for in-depth analysis
of central concepts and group problem-solving. Material covered includes
rational and quadratic equations; properties of relations, functions, and their graphs; linear and quadratic functions; inequalities; logarithmic
and exponential functions and equations. Course content is equivalent to the first half of Mathematics 105/106. The text has been College Algebra:
A Functions Approach, by Keedy and Bittenger. 104. Intermediate Algebra (Self-Paced) Two to three years high
school mathematics; or Math. 101. One credit for students with credit for
Math. 101. No credit for students with credit for Math. 105 and 106. (2).
(Excl) Self-paced version of Math 103. Material covered includes rational and quadratic equations; properties of relations, functions, and their graphs;
linear and quadratic functions; inequalities; logarithmic and exponential
functions and equations. Course content is equivalent to the first half
of Mathematics 105/106. 105. Algebra and Analytic Trigonometry. See table. Students with
credit for Math. 104 can only elect Math. 105 for 2 credits. (4). (Excl). Standard lecture version of Math 106. This course provides passage to
Math 115 for students with weak or incomplete high school mathematics backgrounds.
Students with good mathematics preparation but no trigonometry can elect
Math 107 concurrently with Math 115. Topics covered include number systems, factoring, exponents and radicals, linear and quadratic equations, polynomials, exponential and trigonometric functions, graphs, triangle solutions, and curve sketching. The text has been Fundamentals of Algebra and Trigonometry
(Fourth Edition) by Swokowski. 106. Algebra and Analytic Trigonometry. See table. Students with
credit for Math. 104 can elect Math. 106 for 2 credits. (4). (Excl). Self-paced version of Math 105. There are no lectures or sections. Students
are assigned to tutors in the Mathematics Laboratory and work at their own
pace. Progress is measured by tests following each chapter which must be
passed with at least 80% success for the student to move on to the next
chapter. Up to five versions of each chapter test may be taken to reach this level. Midterms and finals are administered when a group of students
is ready for them. More detailed information is available from the Mathematics
Department office. The text has been Algebra and Trigonometry: A Functions
Approach by Keedy and Bittenger. 107. Trigonometry. See table. No credit granted to those who have
completed 105. (2). (Excl). Standard lecture version of Math 108. This course provides the trigonometry
background needed for Math 115. Students with a history of poor performance
in high school mathematics, with or without trigonometry, who plan to continue
in mathematics usually need a more general training than is offered in Math
107, and should elect Math 105 or 106. The text for Math 107 has been Keedy
and Bittinger, Trig, Triangles, and Functions, Third Edition. Section 002 – Permission of Comprehensive Studies Program (CSP).
This CSP section is designed for students who want to be certain that they
are highly prepared for calculus and are willing to devote the necessary
effort to do so. This CSP section covers the complete departmental syllabus
and also includes precalculus material. The required extra class time is
provided for in-depth analysis of central concepts and group problem-solving.
Material covered includes: triangle solutions, trigonometric functions, graphs and equations, curve sketching, and the analytic geometry of lines
and conic sections. The text has been Trigonometry: A Functions Approach,
by Keedy and Bittenger. 108. Trigonometry (Self-Paced). Two or three years of high school
mathematics; or Math. 101. One credit for students with credit for Math.
101. No credit for students with credit for Math. 105 or 106. (2). (Excl). Self-paced version of Math 107. Material covered includes circular functions, graphs and properties; trigonometric identities; functions of angles; double
and half-angle formulas; inverse functions; solving triangles; laws of sines
and cosines. 109. Pre-Calculus. Two years of high school algebra. No credit
for students who already have 4 credits for pre-calculus mathematics courses.
(2). (N. Excl). Standard lecture version of Math 110. Material covered includes linear, quadratic, and absolute value equations and inequalities; algebra of functions;
trigonometric identities; functions and graphs: trig and inverse trig, exponential
and logarithmic, polynomial and rational; analytic geometry of lines and conic sections. Note : Math 112 is a single term calculus course designed primarily
for pre-business and social science students. The course neither presupposes
nor covers any trigonometry. Math 113-114 is a special two-term calculus
sequence for students in the biological sciences. Math 113 begins with a
number of pre-calculus topics; the introduction to calculus is gradual.
Neither 112 nor 113 nor 114 meshes with the standard sequence. Students
who want to keep open the option of going beyond introductory calculus should
elect the standard sequence. Credit is allowed for only one of the first
term calculus courses: 112, 113, 115, 185, 195. 110. Pre-Calculus (Self-Paced). Two years of high school algebra.
No credit for students who already have 4 credits for pre-calculus mathematics
courses. (2). (Excl). Self-paced version of Mathematics 109. See Math 109 for description. 112. Brief Calculus. Three years of high school mathematics or
Math. 105 or 106. Credit is granted for only one course from among Math.
112, 113, 115, and 185. (4). (N.Excl). This is a one-term survey course that provides the basics of elementary
calculus. Emphasis is placed on intuitive understanding of concepts and not on rigor. Topics include differentiation with application to curve sketching
and maximum-minimum problems, antiderivatives and definite integrals. Trigonometry
is not used. The text has been Hofman, Calculus for the Social, Managerial, and Life Sciences, Second Edition. This course does not mesh with any
of the courses in the regular mathematics sequences. 113. Mathematics for Life Sciences I. Three years of high school
mathematics or Math. 105 or 106. Credit is granted for only one course from
among Math. 112, 113, 115, and 185. (4). (N.Excl). Mathematics 113 and 114 constitute a two-term sequence designed for
students anticipating study in fields such as biology, zoology, botany, natural resources, microbiology, medical technology and nursing. Students
in the life sciences who may need a more thorough mathematics background
should elect one of the regular mathematics sequences. The material covered
includes logic, set theory, algebra, calculus, matrices and vectors, probability
and differential equations. Examples are chosen from the life sciences.
The text has been Arya and R. Lardner, Mathematics for Biological Sciences
(Second Edition). 114. Mathematics for Life Sciences II. Math. 113. Credit is granted
for only one course from among Math. 114, 116, and 186. (4). (N.Excl). See Mathematics 113. 115. Analytic Geometry and Calculus I. See table. (Math. 107 may
be elected concurrently.) Credit is granted for only one course from among
Math. 112, 113, 115, and 185. (4). (N.Excl). Topics covered in this course include functions and graphs, derivatives;
differentiation of algebraic functions, applications; definite and indefinite
integrals, applications; and transcendental functions. Daily assignments
are given. There are generally two or three one-hour examinations plus a
uniform midterm and final. Section 209: Permission of Comprehensive Studies Program (CSP). This
CSP section is designed for students who want to be certain that they develop
a thorough understanding of calculus and are willing to devote the effort
necessary on calculus. This section requires extra discussion time for in-depth
analysis of central concepts and group problem-solving. 116. Analytic Geometry and Calculus II. Math. 115. Credit is granted
for only one course from among Math. 114, 116, and 186. (4). (N.Excl). Review of transcendental functions, techniques of integration, vectors
in R to the nth power and matrices, solutions of systems of linear equations
by Gaussian elimination, determinants, conic sections, infinite sequences
and series. The course generally requires three one-hour examinations and a uniform midterm and final exam. 117. Elementary Linear Algebra. One term of calculus or permission
of instructor. No credit is granted to those who have completed Math. 216.
(2). (N.Excl). Topics covered in this course include vectors in R to the nth power
and matrices, solutions of systems of linear equations by Gaussian elimination, determinants, vector spaces and linear transformations. There are generally
classroom examinations in addition to a uniform midterm and final examination.
This material is covered in the four-credit courses: Math. 116 (Fall, 1981)
and 216 (Spring, 1982). 185. Analytic Geometry and Calculus. Permission of the Honors
counselor. Credit is granted for only one course from among Math. 112, 113, 115. (4 each). (N.Excl). First of a three course sequence, 185/186/285. Topics covered in this
course are the same as those for Math 115. Students who elect Math 185/186
cannot also receive Advanced Placement credit for Math 115/116. 195. Honors Mathematics. Permission of the Honors counselor. (4).
(N.Excl). Functions of one variable and their representation by graphs. Limits
and continuity. Derivatives and integrals, with applications. Parametric
representations. Polar coordinates. Applications of mathematical induction.
Determinants and systems of linear equations. Text: L. Gillman and R.H.
McDowell
Courses in Biological Anthropology (Division 318)
Section 001. Students in the Honors program undertake an individual
research project under the supervision of a member of the faculty. Generally this takes the form of an original paper of greater scope than is possible
in an ordinary term paper, and it gives the student experience in conducting
and writing up his or her own research. Research guidance and a forum for
presenting research reports are provided by a weekly evening seminar. Students
are encouraged to begin work on their Honors thesis in the second semester
of their junior year, with a view toward completing a preliminary version
by the end of the first semester of their senior year. Interested students
should consult Prof. Carroll, the Departmental Honors Adviser. Previous
participation in the college Honors program is not a prerequisite
for participating in the senior Honors program. (Carroll)
Section 001 – Culture of Terror and Resistance. This course begins with the proposition that there are special and systematic features to torture
and terror which make them not merely subjects for social and cultural analysis
but also and therefore a little easier to fight against. In using texts
mainly from South and Central America, works on dictatorship, torture, and death squads, testimonies from Guatemala and El Salvador, together with
my own work on terror in the Putumayo rubber boom and on shamanic healing, I want to suggest ways by which terror is composed, functions, and can be
blunted. Some very basic issues in social and historical inquiry shall of
necessity be worked through, and in a sense the course is also a study in
methods of social analysis, utilizing, in my own way, theories of Walter
Benjamin, Michel Foucault, Mikail Bakhtin, Bertolt Brecht, Raymond Williams, and Sheila Rowbotham. Dialogue, not monologue, is essential for the teaching.
(Taussig)
The Newly-Industrializing Countries of Asia. This course will study the national economics of the four newly-industrializing countries of Asia: the republic of Korea, Taiwan, Hong Kong and Singapore, in a comparative
context. It will examine their internal economic structures, their respective
roles in the international and Asian regional economics, and the relative
role of market forces, government policies and private sector institutions
in their remarkable economic success. Students should have some background
in business, economics, development or Asian Studies. The course will be
run as a seminar, with both lecture and discussion sessions. Course evaluation
will be based on a final examination and possibly a short term paper.
Section 001. Astronomy 101 students attend the same lectures as Astronomy
111 students. For course description, see Astronomy 111, section 001.
Section 001. Astronomy 102 students attend the same lectures as Astronomy
112 students. For the course description, see Astronomy 112, Section 001.
(Teske)
Section 001. Lectures are the same for both Astronomy 101 and 111. They
deal with the beginnings of astronomy, motions of bodies in the solar system, time and the seasons, properties of light and atoms, telescopes, the Sun, the Earth, the Moon, individual planets and satellites, comets and meteors, and the origin of the solar system and life. Astronomy 111 has laboratory
sections. Astronomy 101 has discussion sections. Course requirements include
homework observations, six short quizzes, two midterms and a final examination.
Laboratory sections include observations with telescopes. A planetarium
visit will be arranged. (Sears)
Section 001. This course is intended primarily for non-science majors
and it is not necessary for a student in it to have taken Astro 101 or 111
as a pre-requisite. The subject of the course is the astronomical description
of the Universe beyond the solar system. We will examine the properties
of stars, of the material in space between the stars, and of the galaxies, and will give special attention to current scientific views about the nature
and origin of the Universe. There will be quizzes, two midterm examinations, and a final examination. Astronomy 102 students will have homework connected
with their discussion sections; Astronomy 112 students will work on laboratory
exercises. The discussion sections and laboratory sections will include
planetarium demonstrations and observing sessions with the telescopes.
Section 001. The focus of the course is on understanding the basic nature
and behavior of the earth's atmosphere. Students learn to relate observable
features of day-to-day weather to atmospheric motions and other characteristics
revealed on the daily weather maps. They learn, also, to appreciate the
forces which shape and change the climate and to understand the processes
which produce atmospheric optical phenomena. The course studies the atmosphere
as a natural resource, stressing both its limitations in the transport and deposition of air pollutants and the potential climate response to those
pollutants. About ten minutes of each class period are devoted to description
of current weather with the aid of same-day maps. A weather observation
log and report is prepared by each class member. Three hour exams are given
at 3-4 week intervals. These account for 60% of the course grade, the weather
log/report 20%, and homework assignments the remainder. (Samson)
Courses in Biology (Division 328)
Classical Archaeology (Division 342)
CICERO'S ORATIONS. In the Fall Term, 1984, we will read selected orations
from several periods of Cicero's career, with special attention to historical
context, rhetorical theory, and the development of Cicero's style. A short
paper, and midterm and final exams will be required. (A. Edwards)
THE ODES OF HORACE. This course is designed to introduce the student
to a critical appreciation of the poetry of the Augustan age. This is a
highly derivative poetry, rich with allusions to antecedent and contemporary
literature. This Fall Term the focus will be on the Odes of Horace, the Augustan writer whose work most clearly delineates the lines of literary
influence that link the Republic and the Augustan period together. Class
discussions will center on matters of style, genre, and structure. There
will be a paper and midterm and final exams. (Scott)
Section 001: An advanced journalistic writing course designed to teach
students how to report on business and economics for newspapers, periodicals, television, and radio. Students will gain experience in using a variety
of research methods and materials appropriate to business and economics
reporting, including public documents and corporate records. Students will
practice covering local, regional, and national stories using a variety
of formats and styles. Students will also learn how to analyze critically
topical economic issues in the news, as well as the media which report these
issues. Students will be required to write a number of stories and participate
in a class project. There will be frequent visits from professional business
writers. (Buckley)
Section 001.
Section 002. Emphasis is given to the oral communication process
in small group problem-solving situations. Subject matter includes: group
leadership styles; member functions; barriers and obstacles to understanding
in small groups, and techniques for group discussion effectiveness. Methods
of class operation include: class discussion; mini-lectures; research reports;
participation in small group processes; case problems, and class member
evaluation of group discussions. Reading materials include selected readings
on oral communication and small group research. (Storey)
Section 021: Covering Asia. John Woodruff, Beijing correspondent for the Baltimore Sun, will present this short course during his home leave, October 29, through November 16. Meeting hours will be arranged. Research
paper required. (Hovey)
Theoretical Computer Science I. A review of the automata theory and context-free grammars. General grammars, recursive functions, logic, complexity theory and applications of the above.
Section 012. Course description available after March 26 in 444 Mason
Hall.
Section 001. We shall study the traditional and modern forms of English
and American poetry, with special attention to the close reading of great
examples of the principal forms. We shall proceed chiefly by discussion, supported by short papers, quizzes, a midterm, and a final exam. A major
object of the course is to bring students to the point of being able to
read and appreciate poems written from points of view and with purposes
not immediately obvious or even sympathetic to an unskilled modern reader.
English 240 is a prerequisite for English concentrators but it is open to
all University undergraduates. (Cloyd)
Section 007. Course description available in August from 7607 Haven
Hall.
Section 002. An introduction to American literature, culture, and ideas through the close reading of major works of fiction, with particular emphasis
upon the short story form. Novels by Twain, Hemingway, Fitzgerald (or Faulkner), and one current American writer. After positioning lectures to establish themes and directions, the instructor will encourage class participation through discussion. Dual purpose – to hold the mirror of American experience, reflected by significant image-makers (writers), up to ourselves; to learn
how to use (and enjoy) literature as a tool for interpreting that experience.
Midterm, final, and two short papers. (Eby)
Section 001 – Jewish American Literature. In what sense can we say that
a distinctly Jewish-American literature exists? What are the images of both
Jews and America in this literature? What thematic concerns are central
to it? Why and how are such images and themes expressed? In this course, we will attempt to answer these and other questions by considering some
of the poetry, short stories, and novels written in both Yiddish and English
by twentieth century Jews in America. (All works will, of course, be read
in English.) We will read works by Henry Roth, Anzia Yezierska, Saul Bellow, Bernard Malamud, Philip Roth, Cynthia Ozick, I.B. Singer, Delmore Schwartz, and others. Two papers and a final exam are required. (Norich)
Section 001 – Literature of Oppressed Minorities: Black, Chicano, Asian
American, Native American Indian, and Puerto Rican. This course will
concentrate primarily on 20th century literature expressing the unique cultures
and life experiences of a number of oppressed racial minorities in the U.S.
While there are some features common to all minority groups that suffer
discrimination within our larger culture, the diversity of responses through
literary forms will also be emphasized. In considering the literature of
each minority, we will attempt to include writers who hold different points
of view and employ different literary techniques. There is an implicit interdisciplinary thrust to this course, and history, sociology, and political theory will
be especially important in uniting with literary criticism as useful analytical
tools. Requirements will include several papers, exams, and participation
in a group presentation. The reading will probably include many of the following:
Frederick Douglass, Narrative of the Life; Jean Toomer, Cane;
Richard Wright, Black Boy, Ralph Ellison, Invisible Man; Alice
Walker, The Color Purple; Maxine Hong Kingston, Woman Warrior;
Rudolfo Anaya, Bless Me, Ultima; Corky Gonzales, I am Joaquin;
James Welch, The Death of Jim Loney; John Neihardt, Black El Speaks;
Piri Thomas, Down These Mean Streets. There will be both lectures
and discussion. (Wald)
Section 001. Creative writing: a course in mixed-media composition, especially combinations of poetry, short drama, short fiction, graphic art, painting, music, dance, photography. Prerequisites: experience with one
or more of these art forms and interest in exploring their relations with
other forms. (Wright)
Section 001. This section will highlight some of the great poetic works
of English literature though the seventeenth century: the Old English Beowulf
(in translation), Chaucer's Canterbury Tales (selections), Sir
Gawain and the Green Knight, Spenser's Faerie Queen (selections), and Milton's Paradise Lost. We will also read sonnets and other short
lyrics by Shakespeare, Donne and Milton, and at least one Elizabeth play.
The focus will be on the enjoyment and appreciation of poetry, but we will
spend much class time interpreting these often difficult works. Their themes
are not so different from ours (love, death, morality, truth, folly, man
and God); but their cultural presuppositions are very different, and will
necessitate some lecturing. Requirements: three short papers, memorization
of a passage from Chaucer, and a final exam. (Smith)
Section 001. This course, the second in the series designed for English
concentrators but open to other students as well, examines major works and traditions in English and American literature from 1660 to 1850. The texts
we will read can be grouped, very roughly, in four categories: Restoration
drama and neo-classical poetry and prose (Wycherley, Swift or Johnson, and Pope), the rise of the novel (Fielding, Austen), English Romantic poetry
(primarily Blake, Wordsworth, Keats) and nineteenth century American literature
(Hawthorne, Melville). In discussing these texts we will ask, among other things, how they imagine the world, man's – and woman's – place in it, and the relation of literature to that world. The class will be primarily discussion, with some lectures usually directed to placing works in their historical
and intellectual context. Evaluation will be based on frequent brief writing
assignments, one short analytical paper or perhaps a take-home midterm, and a term paper. (Howard)
Section 001. A survey of major British and American writers from 1830
to about 1930. The course concludes the departmental core sequence. We shall
examine a number of the leading poets, novelists, and prose writers of the
period with attention to the historical, cultural, and intellectual background
of their work. Instruction will be by lecture with some discussion. Among
writers considered will be Carlyle, Tennyson, Browning, Arnold, Hawthorne, Melville, Whitman, Henry James, Rossetti, Oscar Wilde, Dickens, George Eliot, Pater, Hardy, Yeats, T.S. Eliot, and Ezra Pound. There will be a sequence
of short tests, papers, and a final exam. (Coles)
Section 001. This course is designed to introduce students to Shakespeare's
major achievements in the drama. We shall read twelve plays, chosen to illustrate the range of Shakespeare's accomplishment and his work in various dramatic
kinds – comedy, history, tragedy, and romance. Most class periods will be
devoted to lecture, supplemented from time to time by class discussion, oral reports from students, and the presentation of selected scenes. The
emphasis in all of this will be on Shakespeare as a writer for the theatre, though students will also be introduced to a variety of critical approaches
to the plays that consider them chiefly as literary documents. Work for the course will include two short papers, a midterm, a brief quiz or two
and perhaps an oral report, and a final examination. I have not yet settled
on the plays for this term, but they will in all likelihood include Twelfth
Night, King Lear, Antony and Cleopatra, Richard III, The Winter's Tale, Measure for Measure, and Othello.
(Jensen)
Vietnam and the Artist. A study of efforts by artists, primarily filmmakers, to understand and, in some cases, to prevent recurrence of such events as the war in Vietnam. Films will include: In the Year of the Pig, Hearts
and Minds, Ashes and Embers, The War at Home, Interviews
With My Lai Veterans, Coming Home, The Deerhunter, Apocalypse
Now, Breaker Morant, Jonah Who Will Be 25 in the Year 2000, The Passion of Anna, and films made by the South Vietnamese National
Liberation Front. Writers will include Denise Levertov, Jonathan Kozol, Philip Caputo, David Rabe, and Susan George. This year we will, using films
and readings, also make comparisons to the nuclear arms race and artist
and citizen response to it, with some emphasis on civil disobedience. Much
emphasis will be placed on discussion, both large and small group, and discussion
and lecture will focus not only on the works, but also on their implications
about personal attitudes and behavior and about social institutions. Final
projects may be studies of individual artists, may be studies of large problems
raised in the course, or may be relevant works of art or other forms of
direct statement and communication about Vietnam and related issues. (Alexander)
Section 001 – James Joyce and Joseph Conrad. James Joyce and Joseph
Conrad will be viewed primarily as great pioneers of modernism in the novel.
The class will examine the various ways in which their treatment of character
and society, the form and style of their novels, and their major thematic
preoccupations have contributed to the distinctive approaches of novelists
in the modern age. Joyce and Conrad, along with Flaubert, Dostoevskii, and Henry James, provided the formal foundations as well as the ideological
premises on which the modern novel has been created. A study of their work
is, therefore, a valuable preparation for further studies in 20th century
literature. Texts will include some of the major works of the two authors, including Conrad's Lord Jim and Joyce's Ulysses. Two papers
will be required. (Aldridge)
Section 002 – D.H. Lawrence. A study of some of the major works of D.H.
Lawrence including some of his novels (Sons and Lovers, The Rainbow, Women in Love, Aaron's Rod – perhaps another, if time), some
essays, and some poetry. One paper, no exams. (Gindin)
Section 063. Reserved for Professional Semester participants. See description
at beginning of English Department listings. (Howes)
Courses in Buddhist Studies (Division 332)
Dutch Courses (Division 357)
The Role of Women in Early and High Medieval Narrative Literature. This
course is open to students from all areas. No knowledge of a foreign language, modern or medieval, is required, but students with such knowledge are free
to read the assigned works and passages in the foreign tongue. The course
will explore the role of women in both short and long narrative works from
ca. 700 to the beginning of the thirteenth century. In order to further
elucidate the female role as presented in works of fiction the course participants
will also become familiar with information passed on by historiographers
such as Tacitus, Jordanes, Paulus Diaconus, Galfridus Monemutensis, and Saxo Grammaticus. The literary genres will include heroic lay and Christian
legend as well as early experimental romance, fabliau-type short story as
well as courtly romance in continental Europe of around 1200. Attention
will be drawn to a multiplicity of aspects of womanhood in the Middle Ages.
Topics to be treated will include: women of different social strata and educational backgrounds; the female hero (fellow-combatant, administrator, martyr) and the female felon; love and its ramifications of marriage, temptation, seduction, and cruelty. The important concept of the "grande passion"
will be studied with the help of Abelard's Story of My Misfortunes,
Gottfried's Tristan and Isolde, and the Persian romance Vis and Ramin. (Scholler)
Section 001. Careful and detailed reading and discussion of great literary, historical, and philosophical works of ancient Greece and Rome. We shall
become familiar with examples of epic poetry (the Iliad and the Aeneid ), tragic drama (Aeschylus and Sophocles), history (Herodotus), and philosophy
(Plato), works which have influenced men's minds for centuries and which thus form an important part of the foundation of our culture. The purpose
of the course is not to learn about these works but to learn the works themselves, so that they become, in a sense, a part of our own experience, permanent
and personal intellectual property. We will read and we will talk about
what we read. Students will be evaluated on class performance, approximately three papers, a midterm, and a final examination. (Cloyd)
Section 003. We are, perhaps more than we suspect, shaped in our
habits of thought and action, by our Western heritage. Our roots lie in
Greece, Rome, and Israel, and our knowledge of who we are depends in large
part on our knowledge of those forces which have helped form us. What meaning
does it have for my life, for example, that I know I have to die? With this
question we approach Homer's Iliad and Odyssey and the Exodus
of the Hebrew Bible. Whether in Thucydides' portrayal of the struggle between
Athens and Sparta or in the tragic drama of Aeschylus, Sophocles, and Euripides, or in Plato's investigation of the meaning of life in the Socratic dialogues, or in Rome's struggle for eternal peace, it is always the dark mystery of
human existence which fuels man's desire to know who he is. Students will
be evaluated on the basis of class participation, two or three short papers, midterm, and final exam. (Paslick)
THUCYDIDES' HISTORY OF THE PELOPONNESIAN WAR. This short course will
meet October 16 through November 15 on Tuesdays and Thursdays from 10:30
until 12 noon. Student grades will be based upon class participation, a
short paper (5-7 pages), and an exam to be given in the last class meeting, Thursday, November 15th. Our text will be the Penguin edition of Thucydides' History of the Peloponnesian War, and we will read and talk about the whole book. We will attempt to understand how and why Thucydides gave
meaning to the events of fifth-century B.C. Greece that he describes. Thucydides
claims that his book will be "a possession for all time." His
first great English translator, the British philosopher Hobbes, calls Thucydides
"the most politick historiographer that ever writ." Some modern
admirers see Thucydides as the father of modern scientific historiography, some detractors see him as destroying history. We will test these claims
and others for ourselves and our time. (Wallin)
Section 001 – The Art of History from Herodotus to Machiavelli. This
course is intended to introduce students to ancient, medieval, and Renaissance
historiography through reading classic examples of the art of history selected
from this 2000-year span. We will begin with some of the historians of ancient
Greece and Rome – Herodotus and Thucydides, Livy and Sallust – and examine
what they considered to be the proper subject matter of history and how they interpreted and expressed that matter. We will then explore the transformation
of historiography in the Middle Ages as new subjects were treated in new
ways and for new ends, the historians of the Church, chronicles of the crusades, and universal chronicles. Finally, we will study the revival of the matter
and form of classical historiography in the Italian Renaissance, as exemplified
in works by Leonardo Bruni, Angelo Poliziano, Niccolo Machiavelli, and Francesco
Guicciardini. Throughout the course, our focus will be on the ways in which
people have used the writing of history to order and interpret chaotic experience.
Students will write several short papers on assigned topics, a longer paper
on a topic selected in consultation with the instructor, and a final exam.
(Bornstein)
Section 001 – American Political Development. This course is concerned
with the political development of the U.S. from the early days of the nation
to the present. The course is also premised on the view that the better
understanding of the difficulties and problems facing the nation can be
gained by considering them in relation to historical experience and to the
processes of change which the nation has undergone. In this sense the course
can be seen as an effort in "applied history." An underlying argument
is that political institutions, practices and attitudes are formed in particular
historical circumstances but persist long after circumstances have changed.
One consequence is political stability, but another is constraint upon the
capacity of the nation to adapt to new circumstances and difficulties. Thus
one of the goals of the course is to assess for the contemporary period, the consequences of the persistence of political attitudes and approaches
to government from the past into the present and the future. (Clubb)
Section 005 – Northern Renaissance. The course will treat the impact
upon northern Europe of a variety of intellectual and cultural activities
originating in Italy during the Renaissance. Special attention will be paid
to the writings of the humanists on education, rhetoric, language, politics, religion and the arts. The influence of humanistic ideas on these topics
will be considered for western Europe in general, with particular attention
on France and England. After reading two classic historical accounts comparing
north and south European culture (J. Burckhardt and J. Huizinga), the following thinkers will be discussed: Erasmus, More, Rabelais, Montaigne, Bacon, Shakespeare, and Jonson. Discussions will focus on social factors favorable to the migration
of ideas, forms and motifs from south Europe to the North. Here we shall
deal expressly with the reception of such Italian texts as Boccaccio's Decameron,
Petrarch's poetry, Machiavelli's The Prince, and Castiglione's The
Courtier. Students will be required to do reports and book reviews.
(Becker)
Section 012: Popular Culture and High Culture in Modern British History.
This colloquium will focus on the relationship between two often antithetical
notions of culture in a modern, industrial society. Topics for reading and discussion include: popular culture in Britain during the Industrial Revolution, intellectual responses in the Victorian era, the rise of mass culture, the
impact of technology on communications, mass media and elite culture in the twentieth century. There will be two or three papers and a final examination.
(Lemahieu)
Section 002 – Assessing Empirical Social Research: Becoming a Critical Consumer.
Research findings in such fields as physical and mental health, education, family life, social deviance, the welfare of minority and other social groups
appear regularly in the popular media and the publications of social and behavioral science disciplines (e.g., Psychology, Sociology, Political Science, Anthropology and others). Sampling this literature in areas of individual
interest, students will consider how to appraise the contributions and limitations
of research findings. The objective is to increase sophistication by developing
a frame of reference for asking questions and a mode of thinking that enhances
appreciation of how various types of research (e.g., case studies, surveys, experiments, historical analyses, cost-benefit studies) may add to knowledge
and may have potential usefulness. (H. Meyer)
Section 001 – Observation and Interpretations. This seminar is designed
to examine the process of gaining knowledge in the various domains of the
human experience, through a careful and detailed analysis of its various
stages, i.e., observation, description, inference, interpretation, extrapolation, and prediction. Close attention will be paid to the complex interplay between
rules of evidence and the nature of the evidence. While this may sound like
an introductory course in the history of science or epistemology, the course
has no pretensions to be a philosophy class, nor will it use a philosophy
text. Readings will be selected from among the great works of literature, secular and religious, and enduring works of science, including Freud, Kafka, the Bible, Solzenytsin, Tolsty, Connan Doyle and Flaubert. Students will
be expected to read a fair amount and to write several papers during the
course of the semester. This course should be taken pass/fail. (Guiora)
Section 002 – Words. This will be a seminar on words, and the social
and philosophical implications of the best of them. Using the Oxford
English Dictionary (the OED) as our text, we will examine the etymological
and historical significance of a number of important words in the English
language. The course will begin with instruction, by example, in our method
of studying; thereafter the class will first examine together a wide range
of assigned words – liberty and religion and justice, freedom and friendship, law and legislation, radicals and radishes, wisdom and happiness, truth
and faith, belief and live, thanks and thoughts, etc. – and then explore the dictionary in search of other interesting words. Students will be expected
to report in class their findings, and to write up one word per week. The
text for the course will be, as we've mentioned, the Oxford English Dictionary;
students will be encouraged to buy their own copies; order forms available
from the Honors office in March. No knowledge of languages other than English
is required, though students with competences in any foreign languages will
find such skills useful. In addition to class reports, a final essay will
be required in which students will be asked to discuss what they have learned.
(Hornback)
Section 001 – Constraints on Energy Options. Several ways in which we
obtain energy will receive rather technical evaluation. The terms force, energy, work, heat and temperature among others, will be given rigorous
scientific definitions and used in assessing maximum useful energy as utilized
or proposed in various options. For resources relying on minerals the geologic
setting and processes of formation will be described, as well as the geography
of their occurrence. These options will include oil, natural gas, coal, geothermal energy, solar energy (direct), tidal energy, agricultural wastes, urban trash, oceanic thermal gradients, wind, fresh/saline water osmotic
pressure, wood and others. Evaluation will consist of a short midterm paper, a slightly longer final term paper, a short (ca. 15 minutes) class presentation
on some energy related topic and a midterm exam. Field trips during class
time are likely to be at the Ford Nuclear Reactor (North Campus), KMS Fusion, and one or two solar heated houses (small fee to cover transportation).
Readings will be from Energy in Transition 1935-2010, Final Report
of the Committee on Nuclear and Alternative Energy Systems, National Research
Council of the National Academy of Science, W.H. Freeman & Co., 1980;
Schurr, S.H., et. al., Energy in America's Future, Johns Hopkins
University Press, 1979; and current or recent periodicals. Prerequisites
are high school algebra, and a reasonably good knowledge of general science
(a little chemistry and physics, which may be rather short of high school
course equivalency). (Cloke)
Language Paradigms and Verbal Art. This course will explore the deep
indebtedness of creative writers to the theories current in the worlds in
which they wrote. These theories at the most fundamental level are often
born in the work of linguists. This course seeks to interrelate language
and literature, language as an object of analysis and as a communicative
device. It is a course that attempts to form a bridge between current trends
in linguistics per se and those in literature, particularly literary criticism.
There will be a one page paper each week; no exams. (Markey)